Predicting Self-Confidence Through Challenging Stressors Among Teachers

In the present study, the relative importance of challenging stressors in affecting self-confidence was considered, and the dimensions of challenging stressors in self-confidence were measured on a 5-option Likert scale. The statistical population of this study consisted of all active teachers in District 18 of Tehran and District 4 of Tabriz, and our sample size was 155 people based on the Cochran formula, which was sampled using the available sampling method. Finally, 154 analyzable questionnaires were returned. The reliability of the study was confirmed using Cronbach's alpha. Inferential statistics were used to analyze the research data. The prerequisite for using the relative importance technique is the existence of a relationship between the components of the independent variable, which was obtained based on the Pearson correlation test in this study. Then, the R statistical software was used to determine the relative weight of each component of basic psychological needs in the impact on the dependent variable. Based on the research findings, it was confirmed that the relative weight of the dimensions of challenging stressors in the impact on self-confidence is not the same. That is, it can be claimed that the dimensions of challenging stressors have a significant impact on teachers' self-confidence.