Akademik Veri Yönetim Sistemi
International JOURNAL OF SOCIAL, HUMANITIES AND ADMINISTRATIVE SCIENCES , cilt.11, sa.6, ss.505-513, 2025 (Hakemli Dergi)
The aim of this study is to examine whether depression, anxiety, and stress levels, as indicators of emotional volatility, differ according to demographic characteristics among teachers working at the primary, secondary, and high school levels. The theoretical framework of the study is based on Affective Events Theory (AET) developed by Weiss and Cropanzano (1996). Using a quantitative research design, data were collected from 171 teachers working in Kocaeli. The Depression-AnxietyStress Scale (DASS) was employed as the primary data collection instrument. The analysis process was conducted in two stages. In the first stage, factor analysis and reliability analysis were performed to assess the validity and reliability of the scale. In the second stage, differences in the factors according to demographic variables were examined using One-Way ANOVA, Kruskal-Wallis, and Independent Samples t-tests. The findings indicated that anxiety, depression, and stress levels did not differ significantly according to gender and age. However, significant differences were observed in relation to income level (for anxiety, depression, and stress), professional experience (for depression and stress), marital status (for depression), and employment sector (for depression). The study emphasizes the importance of enhancing psychological resilience and developing interventions based on emotional awareness to help teachers maintain emotional stability and effectively cope with occupational stress. Overall, this research provides a meaningful and original contribution to the literature on the effects of demographic variables on emotional volatility and mental health among teachers