An Analysis of Factors Affecting Teachers' Irrational Beliefs

Abstract

The survival of living beings largely depends on their abilities to recognize and adapt to their environment. This is closely related to the cognitive processes by which information is processed. As they have decisive influence on the outcomes of education, teachers who have the ability to think rationally and make rational decisions are integral to achieving the goals desired from education. The aim of this study is to apply Albert Ellis' theory to an e analysis of the factors that affect the irrational beliefs of teachers working in primary and secondary schools. The research was carried out according to a descriptive approach, following a relational design of the general survey model. The study group consisted of 370 randomly-selected and voluntarily-participating teachers working in Van. The data was collected using Personal Information Forms and the Beck Depression Inventory. The regression model was analyzed with the CHAID method of analysis. Teachers' rational and irrational beliefs were selected as the dependent variables. As a result of the CHAID analysis, depression, satisfaction with the teaching profession, seniority, and industry variables were found to be significant.