Investigating the Relationship between Cognitive Distortions and Academic Stress for Intermediate School Teachers before and during Work

Abstract

The current study aimed to investigate the correlation between cognitive distortions and academic stress among intermediate school teachers before and during admitting work at Dilam region in Saudi Arabia. The sample comprised of 120 females, with 63 trainee students from Education College, fourth year, and 57 intermediate school teachers with various years of experience. The sample aged from 20 to 23 years for trainee students, and from 30 to 50 years for intermediate school teachers. Cognitive distortions Scale, (Qurashi, 2016) and the Academic Stress Scale (Hussain,2015) were used to assess the major variables of the study. The study adopted a descriptive design to test the correlation between variables. The results showed that teachers of the intermediate stage before and during admitting actual work have moderate cognitive distortions and academic stress level. Analysis of variance showed that no statistically significant difference in cognitive distortions attributed to specialization and that experience was not a significant factor. Futher, interaction between specialization and experience was not significant. Similarly, results implied that there were significant differences between specialization and experience on academic Stress. Also the results indicated that all coefficients were statistically significant. It showed the strong direct correlation between cognitive distortions and academic stress.