Investigating the relationship between Early Maladaptive Schemas with Job Stress and Job Self-Efficacy of elementary teachers in the 2nd district of Kerman

Considering the importance of paying attention to job problems such as stress and job self-efficacy and the role of early maladaptive schemas (EMS) in the work environment. In this study, the role of self-sacrifice, obedience, emotional inhibition, and strict standards was investigated. Stress and job self-efficacy of teachers were discussed. For this purpose, Bandura teacher self-efficacy questionnaires (1997), Kahn et al.'s occupational stress questionnaires (1964) and related questions of Yang schema questionnaires (1994) were used. The statistical population included elementary teachers working in the academic year of 1400-1401 in the 2nd district of Kerman. Based on Morgan's table, 201 people were examined by stratified random sampling, and the data were analyzed by Pearson's correlation method and multiple linear regression analysis. The statistical space of spss 22 was investigated. The results showed that job stress has a negative and significant relationship with self-efficacy, and the regression results confirmed the relationship between job stress and self-efficacy. The primary maladaptive schemas of obedience, sacrifice, emotional inhibition, and strict criteria are related to increasing job stress and decreasing job self-efficacy, and they can even play a predictive role for these two variables. Therefore, due to the negative effects of incompatible initial schemas in all aspects of a person's life, and on the other hand, the importance of the role and influence of the teacher in the education of students, especially in elementary school, it is necessary to adjust the schemas. It should be addressed in teachers to reduce their job stress and increase their job self-efficacy in education.