English abstract
This study aimed to determine the prevalence of perceived stress among teachers and their relationship with both resilience and problem solving skill, where the sample of the study consisted of 300 teachers distributed to 150 male teachers and 150 female teachers teacher of Al-Dhahira Governorate.
In order to achieve the objectives of the study, I used the perceived stress scale (Cohen et al.,1983) and resilience scale (Smith et al.,2008) and problem solving skill scale (Sahin. 1993). The researcher has translated all the previous standards, as verified by the sincerity and consistency standards prior to its reintroduction to the random sample consisted of 40 teachers; 20 male teachers and 20 female teachers. The study indicated the following results:
The common perceptions of pressure were indicated by the teachers in some points:
1) The common pressures were summarized as viewpoints by the teachers:
- confidence in their ability to deal with personal problems.
- lack of control and exceeded capacity difficulties.
2) It is associated with high degree of resilience linked with low perceived stress pressure upon the raising at the level indication (0.01).
3) There are no significant differences between variables (perceived stress resilience and
problem solving skills) due to the variable gender (male, female)
4) there is a direct correlation function between perceived stress and problem solving skills the level of significance of 0.01, i.e. that the more skill a teacher on solving problems severely decreased perceived stress.
5) It is pointed out the results of regression linear that the perceived stress interpreted 24.5% of the contrast happening in the problem solving skills.
6) The results of the linear regression shows that the resilience of the teacher has contributed to the perceived stress disparity and it has increased by 18.5 %.
Finally, it has been interpreted and discussed in the light of the results of this topic, or similar topics, and has reached a set of recommendations or suggestions for further research.
