TY  - JOUR
T1  - Öğretmenlerin Öz-Yeterlikleri ve Tükenmişlik Düzeyleri Arasındaki İlişkide Depresyonun Aracı Rolü
TT  - The Mediating Role of Depression in the Relationship Between Teachers’ Self-Efficacy and Burnout Levels
AU  - Dadandı, İbrahim
PY  - 2025
DA  - September
Y2  - 2025
DO  - 10.35675/befdergi.1677748
JF  - Bayburt Eğitim Fakültesi Dergisi
PB  - Bayburt University
WT  - DergiPark
SN  - 1307-1076
SP  - 1145
EP  - 1165
VL  - 20
IS  - 47
LA  - tr
AB  - Öğretmen tükenmişliği yaygınlığı ve öğretim sürecindeki olumsuz etkileri nedeniyle eğitimde giderek büyüyen bir problem haline gelmektedir. Bu çalışma öğretmen öz-yeterliği ile öğretmen tükenmişliği arasındaki ilişkide depresyonun aracı rolünü incelemeyi amaçlamaktadır. Çalışma grubu Türkiye’nin farklı illerindeki çeşitli okul kademelerinde görev yapan 328 (E= 142, %43,3; K= 186, %56,7) öğretmenden oluşmaktadır. Kişisel Bilgi Formu, Maslach Tükenmişlik Ölçeği-Eğitimci Formu, Öğretmen Öz-Yeterlik Ölçeği ve Beck Depresyon Envanteri ile toplanan veriler Yapısal Eşitlik Modeli (YEM) kullanılarak analiz edilmiştir. YEM analizi sonucunda öğretmen öz-yeterliğinin hem depresyon hem de öğretmen tükenmişliğini olumsuz yönde, depresyonun ise öğretmen tükenmişliğini olumlu yönde açıkladığı bulunmuştur. Ayrıca öğretmenlerin mesleki öz-yeterlik inançları ile tükenmişlikleri arasındaki ilişkide depresyonun kısmi aracılık rolü oynadığı belirlenmiştir. Bu sonuçlar öğretmenlerin mesleki öz-yeterlik inançlarının mesleki tükenmişliklerini azaltmanın yanı sıra ruh sağlıklarını da destekleyebileceğine işaret etmektedir. Araştırmadan elde edilen bulgular alan yazındaki araştırmaların ışığında tartışılmıştır.
KW  - Öğretmen öz-yeterliği
KW  - öğretmen tükenmişliği
KW  - depresyon
KW  - aracılık analizi
N2  - Teacher burnout is becoming a growing problem in education due to its prevalence and detrimental effects on the teaching process. This study aims to examine the mediating role of depression in the relationship between teacher self-efficacy and teacher burnout. The study group consists of 328 teachers (Male= 142, 43.3%; Female= 186, 56.7%) from different provinces in Turkey, working across various educational levels. Research data collected with Personal Information Form, Maslach Burnout Scale-Educator Form, Teacher Self-Efficacy Scale and Beck Depression Inventory, then analyzed using Structural Equation Model (SEM). As a result of SEM analysis, it was found that teacher self-efficacy negatively predicted both depression and teacher burnout, and depression positively predicted teacher burnout. In addition, it was determined that depression played a partial mediating role in the relationship between teachers' professional self-efficacy beliefs and their burnout. These results indicate that teachers' professional self-efficacy beliefs can foster their general mental health as well as reduce their professional burnout. The findings obtained from the study were discussed in the light of the studies in the literature.
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UR  - https://doi.org/10.35675/befdergi.1677748
L1  - https://dergipark.org.tr/en/download/article-file/4780394
ER  -