The results in Table 3 depict that all the three components of storm and stress (conflict provoking behaviors, emotionality, and risk taking behaviors) do significantly and positively correlate with teachers' stereotypic conceptions of the sources of these behaviors.
As shown in Table 4, the three components of storm and stress (emotionality of adolescents, their conflict provoking behaviors, and their risk behaviors) have statistically significant combined contributions to the development of stereotypic beliefs of the respondents F(3,359) = 76.
The results in Table 5 show that each category of adolescent storm and stress has significantly contributed to the development of the stereotypic beliefs of the sources of these behaviors.
Therefore, majority of the studied teachers do not vary in their stereotypic belief about the sources of adolescent storm and stress.
The findings of this study (Table 1) shows that most of the studied teachers have fairly high level of experience of storm and stress in Ethiopian adolescents as a group.
The high level of the existence of adolescent storm and stress indicated by the teachers (Table 1) is also the reflection of this trend.
The results (Table 3) show that the levels of all the three components of storm and stress are significantly and positively related to the level of teachers' stereotypic belief of the sources of these behaviors (conflict provoking behavior, r = .
According to these results, the higher the emotional volatility, risk taking tendencies, and conflict provoking behaviors of adolescents the teachers observe / experience the more likely they are to hold stereotypic belief of the sources of adolescent storm and stress in this age group.