Examining the Relationship Between English Teacher Candidates' Burnout Levels and Academic Achievement

Abstract

Burnout has recently become a frequently cited term among educators. The World Health Organization classifies burnout as a syndrome resulting from the stress of chronic illnesses that cannot be successfully managed. Various themes, which can be replicated structurally, suggest that burnout is a selectable trait (Maslach et al., 2001). A two-decade analysis of burnout suggests that it may have three primary dimensions: emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment (Maslach & Leiter, 2005). Burnout is related to various individual, administrative, and managerial parameters, and limited research has focused on the relationship between burnout and academic achievement among English teacher candidates. Therefore, this project, which assessed burnout levels among English teacher candidates and combined them with their academic achievement, involved 64 teacher candidates and provided classrooms prepared by Kim et al. Findings indicate that burnout levels are generally moderate. Although participants expressed feelings of mental fatigue and burnout, they did not share the perception that the events were worthless or meaningless. This suggests that prospective teachers' idealistic perspectives on the profession still persist.

Keywords

• burnout
• achievement
• pre-service teachers
• university

İngilizce Öğretmen Adaylarının Tükenmişlik Seviyeleri ile Akademik Başarıları Arasındaki İlişkinin İncelenmesi

Abstract

Tükenmişlik son zamanlarda öğretmenler arası çok sık karşılaşılan bir terimdir. Dünya Sağlık Kurumu, tükenmişlik, başarılı bir şekilde yönetilemeyen kronik işyeri stresinden kaynaklanan bir sendrom olarak kavramsallaştırılmıştır .Yapılan çalışmalarda görülen çeşitli temalar, tükenmişliğin tanımlanabilir bazı nitelikleri olduğunu öne sürmüştür (Maslach vd., 2001). Yapılan yirmi yıllık araştırma sonucu tükenmişlik olgusu hakkında üç temel boyut tanımlanmıştır: Duygusal Tükenmişlik, Duyarsızlaşma ve Kişisel Başarı Hissinde Azalma (Maslach & Leiter, 2005). Tükenmişlik çeşitli bireysel, çevresel ve idari faktörlerle ilişkilidir ve İngilizce öğretmen adaylarının tükenmişlik düzeyleri ile akademik başarıları arasındaki ilişkiye odaklanan çalışmaların sınırlı olduğu görülmektedir. Bu doğrultuda, İngilizce öğretmen adaylarının tükenmişlik seviyelerini belirlemek ve akademik başarıları arasındaki ilişkiyi sorgulayan bu projeye 64 öğretmen adayı katılmıştır ve Kim ve arkadaşlarının hazırladığı ölçek verilmiştir. Bulgular, katılımcıların tükenmişlik düzeylerinin genel olarak orta seviyede olduğunu göstermektedir. Katılımcılar zihinsel yorgunluk ve tükenmişlik hislerini dile getirmiş olsalar da, yaptıkları işin değersiz veya anlamsız olduğu algısına katılmamışlardır. Bu durum, öğretmen adaylarının mesleğe yönelik idealist bakış açılarının hâlen sürdüğünü düşündürmektedir.

Keywords

• tükenmişlik
• başarı
• öğretmen adayları
• üniversite

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