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Put the Mask on Yourself First: Work-related Wellbeing of Preschool Teachers in the “New Normal

Yıl 2022, Cilt: 3 Sayı: 4, 180 - 193, 31.10.2022

Öz

This single case study explores the preschool teachers’ work-related wellbeing regarding their satisfaction in adapting to the working conditions from the first incidence of the Covid-19 pandemic to recovery times in the “New Normal.” Teachers recruited as participants were eight preschool teachers working in private institutional preschools in İstanbul and Ankara. Data elicited from in-depth semi-structured interviews were analyzed in the cycling process, including the open, inductive, and deductive coding steps. Based on participants’ reflections, the pandemic’s timeline was divided into two splits: The first shock response and preparedness, as well as the recovery times. Following this timeline, the emergent indicators defining work-related wellbeing moved from negative to more positive as time passed. Situated within the socio-ecological framework, data analysis showed that preschool teachers’ wellbeing during the pandemic was affected by internal and external factors shaping personal and working life. Overall results pointed out that, before striving only for job requirements, teachers need to become capable of supporting their wellbeing in all layers of life by putting the masks on themselves first.

Kaynakça

  • Ainsworth, S. & Oldfield, J. (2019). Quantifying teacher resilience: Context matters. Teaching and Teacher Education, 82, (pp. 117-128).
  • Allen, R., Jerrim, J., & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). Centre for Education Policy and Equalising Opportunities, UCL, https://EconPapers.repec.org/RePEc:ucl:cepeow:20-15.
  • Aytaç, T. (2021). The problems faced by teachers in Turkey during the COVID-19 Pandemic and their opinions. International Journal of Progressive Education, 17(1), 404-420.
  • Aslan, E. A. (2019). Türkiye'de Özel Okullaşma. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 8(1), 263-276.
  • Ben-Arieh, A., Casas, F., Frønes, I., & Korbin, J. E. (2014). Multifaceted concept of child wellbeing. In A. Ben-Arieh, F. Casas, I.
  • Frønes, & J. E. Korbin (Eds.) Handbook of child wellbeing: Theories, methods, and policies in global perspective (pp. 1-27). New York: Springer
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press
  • Cadima, J., Peixoto, C., & Leal, T. (2014). Observed classroom quality in first grade: Associations with teacher, classroom, and school characteristics. European Journal of Psychology of Education, 29(1), 139-158.
  • Cumming, T., & Wong, S. (2019). Towards a holistic conceptualization of early childhood educators’ work-related wellbeing. Contemporary Issues in Early Childhood, 20(3), 265-281.
  • Derman, M. T., & Başal, H. A. (2010). Cumhuriyetin ilanından günümüze Türkiye'de okul öncesi eğitim ve ilköğretimde niceliksel ve niteliksel gelişmeler. Journal of International Social Research, 3(11).
  • Diener, E. (1984). Subjective wellbeing. Psychological Bulletin, 95(3), 542–575.
  • Diener, E. (2009). Introduction—The science of wellbeing: Reviews and theoretical articles by Ed Diener. In E. Diener (Eds.) The science of wellbeing (pp. 1-10). Springer, Dordrecht.
  • Dodds, W. (2019). Disease now and potential future pandemics. In W. Dodds (Eds.) The world’s worst problems (pp. 31 - 44). Springer.
  • Grant, A. A., Jeon, L., & Buettner, C. K. (2019). Relating early childhood teachers’ working conditions and wellbeing to their turnover intentions. Educational Psychology, 39(3), 294-312.
  • Gürler, M. (2020). Devlet okuluyla özel okul arasındaki farklar, Kapadokya Eğitim Dergisi, 1(1), 1-6.
  • Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher wellbeing: A review of the literature. Early Childhood Education Journal, 42(3), 153-162.
  • Hanno, E. C., Cuartas, J., Miratrix, L. W., Jones, S. M., & Lesaux, N. K. (2021). Changes in children's behavioral health and family wellbeing during the COVID-19 pandemic. Journal of Developmental and Behavioral Pediatrics, 43(3), 168-175.
  • Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological wellbeing: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69.
  • Johnson, A. D., Phillips, D. A., Schochet, O. N., Martin, A., Castle, S., & Tulsa SEED Study Team. (2021). To whom little is given, much is expected: ECE teacher stressors and supports as determinants of classroom quality. Early Childhood Research Quarterly, 54, 13-30.
  • Karan, Ş. (2021). Dijital çağda çevrim içi uzaktan okul öncesi eğitimi. Fatma Alisinanoğlu (Eds.), Okul Öncesi Dönemde Çevrim İçi Uzaktan Eğitim içinde (s. 1-17). Ankara: Nobel.
  • Korlu, Ö. (2020). Eğitim izleme raporu 2020: Eğitim yönetişimi ve finansmanı. Eğitim Reformu Girişimi https://www.egitimreformugirisimi.org/wp-content/uploads/2020/06/EIR2020 YonetisimVeFinansmanRaporu.21.07.20.pdf
  • Kulaksızoğlu, A., Çakar, M., & Dilmaç, B. (1999). Türkiye’de ve dünyada özel okulların yapısı ve işleyişi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11(11), 219-232.
  • Lepp, L., Aaviku, T., Leijen, Ä., Pedaste, M., & Saks, K. (2021). Teaching during COVID-19: The decisions made in teaching. Education Sciences, 11(2), 1-21.
  • Maitland, J., & Glazzard, J. (2022). Finding a way through the fog: School staff experiences of the Covid-19 pandemic. Cambridge Journal of Education. https://doi/full/10.1080/0305764X.2022.2040954
  • Manning, A., Brock, R., & Towers, E. (2020). Responding to research: An interview study of the teacher wellbeing support being offered in ten English schools. Journal of Social Science Education, 19(2), 75–94.
  • OECD (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, [1] OECD Publishing, Paris, https://dx.doi.org/10.1787/19cf08df-en.
  • Richards, K. A. R., Wilson, W. J., Holland, S. K., & Haegele, J. A. (2020). The relationships among perceived organization support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in adapted physical educators. Adapted Physical Activity Quarterly, 37(1), 90-111.
  • Rose, J., Gilbert, L. and Richards, V. (2016). Health and wellbeing in early childhood. Sage Publications.
  • Rose, J. and Rogers, S. (2012). The role of the adult in early years settings. Milton Keynes: Open University Press.
  • Skourdoumbis, A. (2017). Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions. Journal for Critical Education Policy Studies, 15(1), 42-59.
  • Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457-477.
  • Tunca, E., Kesbiç, K. ve Gencer, E., G. (2021). Eğitim izleme raporu 2021: Öğrenciler ve eğitime erişim. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/egitim-izleme- raporu-2021- ogrenciler-ve-egitime-erisim/
  • Uygun, S. (2003). Türkiye’de dünden bugüne özel okullara bir bakış (Gelişim ve Etkileri). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36(1-2), 107-120.
  • VERBI Software. (2021). MAXQDA 2022 [computer software]. Berlin, Germany: VERBI Software. Available from maxqda.com
  • VERBI Software. (2021). MAXQDA 2022 Online Manual. Retrieved from maxqda.com/help-max20/welcome
  • Viac, C. and P. Fraser (2020). Teachers’ wellbeing: A framework for data collection and analysis, OECD Education Working Papers, No. 213, OECD Publishing, Paris, https://doi.org/10.1787/c36fc9d3-en.
  • Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. The Physical and Mental Health of Head Start Staff: The Pennsylvania Head Start Staff Wellness Survey, 2012 Posted on November 15, 2013.

Maskeyi Önce Kendinize Takın: “Yeni Normal”de Okul Öncesi Öğretmenlerinin İşle İlgili İyi Olma Halleri

Yıl 2022, Cilt: 3 Sayı: 4, 180 - 193, 31.10.2022

Öz

Bu tek durum çalışması, okul öncesi öğretmenlerinin, Covid-19 pandemisinin ilk vakasının ortaya çıkmasından “Yeni Normal”deki iyileşme süreçlerine kadar çalışma koşullarına uyum sağlama konusundaki memnuniyetlerine ilişkin işle ilgili iyi olma hallerini araştırmaktadır. Katılımcı olarak seçilen öğretmenler İstanbul ve Ankara'daki özel kurumsal anaokullarında çalışan sekiz okul öncesi öğretmenidir. Derinlemesine yarı yapılandırılmış görüşmelerden elde edilen veriler, açık, tümevarım ve tümdengelim kodlama adımlarını içeren döngü sürecinde analiz edilmiştir. Katılımcıların yansıtmalarına göre pandeminin zaman çizelgesi iki bölüme ayrılmıştır: İlk şok yanıtı ve hazırlık ile iyileşme süreleri. Bu zaman çizelgesini takiben, işle ilgili iyi olma halini tanımlamada ortaya çıkan göstergeler, zaman geçtikçe olumsuzdan daha olumluya kaymıştır. Sosyo-ekolojik çerçeve içinde yer alan veri analizleri, pandemi sırasında okul öncesi öğretmenlerinin iyi olma hallerinin kişisel ve çalışma hayatını şekillendiren iç ve dış faktörlerden etkilendiğini göstermiştir. Genel sonuçlar, öğretmenlerin sadece iş gereksinimleri için çabalamadan önce, maskeleri ilk önce kendilerine takarak yaşamın tüm katmanlarında iyi olma hallerini destekleme yeteneğine sahip olmaları gerektiğine işaret etmektedir.

Kaynakça

  • Ainsworth, S. & Oldfield, J. (2019). Quantifying teacher resilience: Context matters. Teaching and Teacher Education, 82, (pp. 117-128).
  • Allen, R., Jerrim, J., & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). Centre for Education Policy and Equalising Opportunities, UCL, https://EconPapers.repec.org/RePEc:ucl:cepeow:20-15.
  • Aytaç, T. (2021). The problems faced by teachers in Turkey during the COVID-19 Pandemic and their opinions. International Journal of Progressive Education, 17(1), 404-420.
  • Aslan, E. A. (2019). Türkiye'de Özel Okullaşma. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 8(1), 263-276.
  • Ben-Arieh, A., Casas, F., Frønes, I., & Korbin, J. E. (2014). Multifaceted concept of child wellbeing. In A. Ben-Arieh, F. Casas, I.
  • Frønes, & J. E. Korbin (Eds.) Handbook of child wellbeing: Theories, methods, and policies in global perspective (pp. 1-27). New York: Springer
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press
  • Cadima, J., Peixoto, C., & Leal, T. (2014). Observed classroom quality in first grade: Associations with teacher, classroom, and school characteristics. European Journal of Psychology of Education, 29(1), 139-158.
  • Cumming, T., & Wong, S. (2019). Towards a holistic conceptualization of early childhood educators’ work-related wellbeing. Contemporary Issues in Early Childhood, 20(3), 265-281.
  • Derman, M. T., & Başal, H. A. (2010). Cumhuriyetin ilanından günümüze Türkiye'de okul öncesi eğitim ve ilköğretimde niceliksel ve niteliksel gelişmeler. Journal of International Social Research, 3(11).
  • Diener, E. (1984). Subjective wellbeing. Psychological Bulletin, 95(3), 542–575.
  • Diener, E. (2009). Introduction—The science of wellbeing: Reviews and theoretical articles by Ed Diener. In E. Diener (Eds.) The science of wellbeing (pp. 1-10). Springer, Dordrecht.
  • Dodds, W. (2019). Disease now and potential future pandemics. In W. Dodds (Eds.) The world’s worst problems (pp. 31 - 44). Springer.
  • Grant, A. A., Jeon, L., & Buettner, C. K. (2019). Relating early childhood teachers’ working conditions and wellbeing to their turnover intentions. Educational Psychology, 39(3), 294-312.
  • Gürler, M. (2020). Devlet okuluyla özel okul arasındaki farklar, Kapadokya Eğitim Dergisi, 1(1), 1-6.
  • Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher wellbeing: A review of the literature. Early Childhood Education Journal, 42(3), 153-162.
  • Hanno, E. C., Cuartas, J., Miratrix, L. W., Jones, S. M., & Lesaux, N. K. (2021). Changes in children's behavioral health and family wellbeing during the COVID-19 pandemic. Journal of Developmental and Behavioral Pediatrics, 43(3), 168-175.
  • Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological wellbeing: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69.
  • Johnson, A. D., Phillips, D. A., Schochet, O. N., Martin, A., Castle, S., & Tulsa SEED Study Team. (2021). To whom little is given, much is expected: ECE teacher stressors and supports as determinants of classroom quality. Early Childhood Research Quarterly, 54, 13-30.
  • Karan, Ş. (2021). Dijital çağda çevrim içi uzaktan okul öncesi eğitimi. Fatma Alisinanoğlu (Eds.), Okul Öncesi Dönemde Çevrim İçi Uzaktan Eğitim içinde (s. 1-17). Ankara: Nobel.
  • Korlu, Ö. (2020). Eğitim izleme raporu 2020: Eğitim yönetişimi ve finansmanı. Eğitim Reformu Girişimi https://www.egitimreformugirisimi.org/wp-content/uploads/2020/06/EIR2020 YonetisimVeFinansmanRaporu.21.07.20.pdf
  • Kulaksızoğlu, A., Çakar, M., & Dilmaç, B. (1999). Türkiye’de ve dünyada özel okulların yapısı ve işleyişi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11(11), 219-232.
  • Lepp, L., Aaviku, T., Leijen, Ä., Pedaste, M., & Saks, K. (2021). Teaching during COVID-19: The decisions made in teaching. Education Sciences, 11(2), 1-21.
  • Maitland, J., & Glazzard, J. (2022). Finding a way through the fog: School staff experiences of the Covid-19 pandemic. Cambridge Journal of Education. https://doi/full/10.1080/0305764X.2022.2040954
  • Manning, A., Brock, R., & Towers, E. (2020). Responding to research: An interview study of the teacher wellbeing support being offered in ten English schools. Journal of Social Science Education, 19(2), 75–94.
  • OECD (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, [1] OECD Publishing, Paris, https://dx.doi.org/10.1787/19cf08df-en.
  • Richards, K. A. R., Wilson, W. J., Holland, S. K., & Haegele, J. A. (2020). The relationships among perceived organization support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in adapted physical educators. Adapted Physical Activity Quarterly, 37(1), 90-111.
  • Rose, J., Gilbert, L. and Richards, V. (2016). Health and wellbeing in early childhood. Sage Publications.
  • Rose, J. and Rogers, S. (2012). The role of the adult in early years settings. Milton Keynes: Open University Press.
  • Skourdoumbis, A. (2017). Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions. Journal for Critical Education Policy Studies, 15(1), 42-59.
  • Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457-477.
  • Tunca, E., Kesbiç, K. ve Gencer, E., G. (2021). Eğitim izleme raporu 2021: Öğrenciler ve eğitime erişim. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/egitim-izleme- raporu-2021- ogrenciler-ve-egitime-erisim/
  • Uygun, S. (2003). Türkiye’de dünden bugüne özel okullara bir bakış (Gelişim ve Etkileri). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36(1-2), 107-120.
  • VERBI Software. (2021). MAXQDA 2022 [computer software]. Berlin, Germany: VERBI Software. Available from maxqda.com
  • VERBI Software. (2021). MAXQDA 2022 Online Manual. Retrieved from maxqda.com/help-max20/welcome
  • Viac, C. and P. Fraser (2020). Teachers’ wellbeing: A framework for data collection and analysis, OECD Education Working Papers, No. 213, OECD Publishing, Paris, https://doi.org/10.1787/c36fc9d3-en.
  • Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. The Physical and Mental Health of Head Start Staff: The Pennsylvania Head Start Staff Wellness Survey, 2012 Posted on November 15, 2013.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Şeyda Karan 0000-0002-4758-6665

Meryem Gülhan 0000-0002-2766-2544

Yeliz Menteşe 0000-0003-4197-0479

Şebnem Çetken 0000-0002-4543-422X

Yayımlanma Tarihi 31 Ekim 2022
Gönderilme Tarihi 2 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 3 Sayı: 4

Kaynak Göster

APA Karan, Ş., Gülhan, M., Menteşe, Y., Çetken, Ş. (2022). Put the Mask on Yourself First: Work-related Wellbeing of Preschool Teachers in the “New Normal. Journal of Sustainable Education Studies, 3(4), 180-193.