Öğretmen Tükenmişliğine Fenomenolojik Bir Bakış

Abstract

Bu fenomenolojik çalışma, Türkiye'deki bir devlet üniversitesinde Akademik İngilizce (EAP) öğretmenlerinin tükenmişlik deneyimlerini araştırmaktadır. Üç deneyimli eğitimci ile gerçekleştirilen yarı yapılandırılmış görüşmeler kullanılarak, katılımcıların tükenmişlik tanımları ve bu duygu durumunun altında yatan etkenler incelenmiştir. Çalışma bulguları, meslektaşlar ve öğrenciler ile olumsuz dinamikler, takdir eksikliği ve etkisiz idari uygulamaları yaygın tükenmişlik tetikleyicileri olarak ortaya koymaktadır. Katılımcılar, mevcut tükenmişlik literatürüyle tutarlı olan yorgunluk, sosyal olumsuzluk ve yetersizlik gibi belirtiler gösterirken, duygusal tükenmişliklerini daha çok organizasyonel ve kişilerarası sorunlara atfetmektedir. Öğretmenlerin meslekleriyle karmaşık bir ilişki içinde oldukları görülmektedir; üniversitelerine karşı bir aidiyet ve bağlılık hissederken, işlerine olan anlamlı bağlılığın aşındığını hissetmektedirler. Bu çalışmada, sistematik zorlukların ele alınmasının ve daha destekleyici bir akademik ortamın teşvik edilmesinin gerekliliği vurgulanmakta olup bireysel deneyimlerin ve daha geniş kurumsal dinamiklerin tükenmişlik olgusu üzerindeki etkileşiminin anlaşılmasının önemine dikkat çekilmektedir. Çalışma, eğitmenlerde tükenmişliği azaltmaya yönelik stratejilerin geliştirilmesi gerektiğini vurgulamakta ve olumlu bir iş kültürünün teşvik edilmesinin hem iş tatmini hem de yüksek öğretim ortamlarında genel eğitmen refahını iyileştireceğini göstermektedir.

Keywords

• Tükenmişlik
• Fenomenoloji
• Öğretmen Refahı
• Yüksek Öğretim

A Phenomenological Perspective into Teacher Burnout

Abstract

This phenomenological study investigates the lived experiences of burnout among English for Academic Purposes instructors at a state university in Türkiye. Utilizing semi-structured interviews with three experienced educators, the research explores their perceptions and definitions of burnout, alongside the underlying factors contributing to their emotional exhaustion. Findings reveal common triggers of burnout, including a lack of appreciation, ineffective administrative practices, and negative dynamics with colleagues and students. Despite exhibiting symptoms consistent with established burnout literature, such as exhaustion, cynicism, and inefficacy, participants predominantly attribute their emotional fatigue to organizational and interpersonal issues rather than student interactions. Interestingly, the instructors express a complex relationship with their profession, feeling a sense of belonging and commitment to their university, yet grappling with a perceived erosion of meaningful engagement in their work. The necessity for addressing systemic challenges and fostering a more supportive academic environment is emphasized, highlighting the importance of recognizing the interplay between individual experiences and wider institutional dynamics in burnout phenomena. This study underscores the critical need for strategies aimed at mitigating burnout among educators, acknowledging that fostering a positive work culture can enhance both job satisfaction and overall instructor well-being in higher education settings.

Keywords

• Burnout;
• Phenomenology
• Teacher Well-being
• Higher Education

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