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Journals / Türk Psikolojik Danışma ve Rehberlik Dergisi / 2026 / Volume: 16 Issue: 81

Buffering Teacher Distress: Co-Worker Support and Psychological Capital as Protective Resources

Muhammed Salih Kocar(NECMETTIN ERBAKAN UNIVERSITY)0000-0001-7467-7856
Tolga Seki(NECMETTIN ERBAKAN UNIVERSITY)0000-0001-5594-0786
Pages
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Publication Date
2026-06-29
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The analysis results showed that psychological capital plays a partial mediating role in the relationship between co-worker support and depression, anxiety, and stress among teachers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to reveal the mediating role of psychological capital in the relationship between co-worker support and depression, anxiety, and stress among teachers.
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Key Findings & Data:A total of 407 teachers aged between 23 and 62 years participated in the study.
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Conclusion & Impact:The analysis results showed that psychological capital plays a partial mediating role in the relationship between co-worker support and depression, anxiety, and stress among teachers.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Anxiety · Co-worker support · Depression

Abstract

The aim of this study is to reveal the mediating role of psychological capital in the relationship between co-worker support and depression, anxiety, and stress among teachers. Data were collected from teachers working in public schools in Türkiye. A total of 407 teachers aged between 23 and 62 years participated in the study. For data collection, a Demographic Questionnaire, Co-Worker Support Scale (CSS), Psychological Capital Perception Scale (PCPS), and Depression Anxiety Stress Scale – 21 (DASS-21) were administered. Pearson correlation analysis was used to determine the relationships between variables, and mediation analyses were conducted based on structural equation modeling (SEM) using SPSS 28 and AMOS 24. The analysis results showed that psychological capital plays a partial mediating role in the relationship between co-worker support and depression, anxiety, and stress among teachers. Our findings indicate that co-worker support and psychological capital serve as protective factors against depression, anxiety, and stress. The overall picture indicates that co-worker support and psychological capital are crucial factors that promote mental health and psychological well-being of teachers. The loneliness and isolation teachers experience in the work environment can negatively impact their psychological capital and intensify symptoms of depression, anxiety, and stress. Based on these results, fostering a supportive school climate that encourages co-worker support is recommended to enhance teachers’ psychological capital and well-being.

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Cite This Article

Kocar, M. S., Seki, T., *, M. S. K. (2026). Buffering Teacher Distress: Co-Worker Support and Psychological Capital as Protective Resources. Türk Psikolojik Danışma ve Rehberlik Dergisi, Volume: 16 Issue: 81. https://doi.org/10.17066/tpdrd.1806289

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