Öğretmen Adaylarının Tükenmişlik Düzeyleri ve Öğretmenlik Mesleğine Yönelik Tutumlarında Öğretme Motivasyonunun Aracılık Rolü

Year 2023, , 127 - 141, 31.01.2023

Melih Dikmen , Aykut Şahin , Yunus Emre Karakaya

https://doi.org/10.30831/akukeg.1175533

Cited By: 1

Abstract

Bu araştırmanın amacı, beden eğitimi ve spor öğretmeni adaylarının tükenmişlik düzeyleri, öğretmenlik mesleğine yönelik tutum ve öğretme motivasyonları arasındaki ilişkileri ortaya koymaktır. Bu kapsamda, öğretmen adaylarının tükenmişlik sendromlarıyla öğretmenlik mesleğine yönelik tutumları arasındaki ilişkide öğretme motivasyonunun aracılık etkisi incelenmiştir. Araştırmaya yönelik veriler, Türkiye’de 12 devlet üniversitesinde spor eğitimi alan 685 öğretmen adayından çevrimiçi ortamda elde edilmiştir. Veriler, “Tükenmişlik”, “Öğretmenlik Mesleğine Yönelik Tutum” ve “Öğretme Motivasyonu” ölçekleri ile elde edilmiştir. Tükenmişliğin ve öğretme motivasyonunun öğretmenlik mesleğine yönelik tutum üzerindeki doğrudan yordayıcılık gücüyle, tükenmişliğin öğretme motivasyonu üzerinden öğretmenlik mesleğine yönelik tutum üzerindeki dolaylı yordayıcılık gücünü sınamak için yol analizi kullanılmıştır. Sonuç olarak, tükenmişliğin öğretme motivasyonunu ve öğretmenlik mesleğine yönelik tutumu negatif yönde anlamlı bir şekilde yordadığı, öğretme motivasyonun öğretmenlik mesleğine yönelik tutumu pozitif yönde ve anlamlı bir şekilde yordadığı görülmüştür. Ayrıca, tükenmişliğin öğretmenlik mesleğine yönelik tutum üzerindeki olumsuz etkisinin öğretme motivasyonunun aracılık rolü ile azaldığı tespit edilmiştir.

Keywords

mesleğe yönelik tutum, tükenmişlik, öğretme motivasyonu, beden eğitimi, öğretmen adayı

The Mediating Role of Motivation to Teach in Burnout Levels and Attitudes toward the Teaching Profession of Prospective Teachers

Abstract

This study aims to reveal the relationship between burnout levels, attitudes toward the teaching profession, and motivation to teach in prospective physical education and sports teaching. Accordingly, the mediating role of motivation to teach in the relationship between burnout levels and attitudes toward the teaching profession of prospective teachers was investigated. The data of the study were collected online from 685 prospective teachers who studied in the field of sports education in 12 state universities in Turkey. The data were collected by using “Burnout,” Attitudes toward Teaching Profession,” and “Motivation to Teach” scales. Path analyses were conducted to test the direct prediction power of burnout and motivation to teach on the attitudes toward the teaching profession and the indirect prediction power of burnout on attitudes toward the teaching profession through motivation to teach. In conclusion, it was determined that burnout negatively predicted attitude toward the teaching profession and motivation to teach in a significant way, while motivation to teach predicted attitude toward the teaching profession positively in a significant way. Furthermore, it was determined that the negative effect of burnout on the attitude toward the teaching profession was reduced by the mediating role of motivation to teach.

Keywords

attitude toward profession, burnout, motivation to teach, physical education, prospective teacher

References

• Anghelache, V. (2015). A possible explanatory model for the relationship between teaching motivation and job satisfaction. Procedia-Social and Behavioral Sciences, 180(5), 235-240. https://doi.org/10.1016/j.sbspro.2015.02.110
• Ayik, A., & Ataş, Ö. (2014). The Relationship between pre-service teachers’ attitudes towards the teaching profession and their motivation to teach. Journal of Educational Sciences Research, 4(1), 25-43. https://doi.org/10.17860/mersinefd.329743
• Busis, N. A., Shanafelt, T. D., Keran, C. M., Levin, K. H., Schwarz, H. B., Molano, J. R., & Cascino, T. L. (2017). Burnout, career satisfaction, and well-being among US neurologists in 2016. Neurology, 88(8), 797e808. https://doi.org/10.1212/WNL. 0000000000003640
• Byrne, J. J. (1998). Teacher as hunger artist: Burnout: Its causes, effects, and remedies. Contemporary Education, 69(2), 86-91.
• Camadan, F., & Duysak, A. (2010). Comparing pre-service teachers’ attitudes in the different programs toward teaching profession in terms of different variables: Example of Rize University. Sakarya University Journal of Education Faculty, 20(12), 30-42. https://doi.org/10.17556/erziefd.331083
• Can, Ş. (2010). Attitudes of the Students who Attend the non-thesis graduated education program towards the teaching profession. Journal of Social Sciences and Humanities Researches, 24(3), 13-28.
• Cao, C., Shang, L., & Meng, Q. (2020). Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers. Teaching and Teacher Education, 89(3), 103009. https://doi.org/10.1016/j.tate.2019.103009
• Çapri, B. (2013). The Turkish Adaptation of the Burnout Measure-Short Version (BMS) and Couple Burnout Measure-Short Version (CBMS) and the Relationship between Career and Couple Burnout Based on Psychoanalytic-Existential Perspective. Educational Sciences: Theory & Practice, 13(3), 1393-1418. https://doi.org/10.12738/estp.2013.3.1576
• Carson, R. L., Plemmons, S., Templin, T. J., & Weiss, H. M. (2011). “You are who you are:” A mixed method study of affectivity and emotional regulation in curbing teacher burnout. G. S. Gates, & W. H. Gmelch (Eds.), G. M. Reevy, & E. Frydenberg (Vol. Eds.), Personality, stress and coping: Implications for education (pp. 239–265). Charlotte, NC: Information Age. https://doi.org/10.5465/amle.2014.0081
• De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., & Di Chiacchio, C. (2017). Burnout in special needs teachers at kindergarten and primary school: investigating the role of personal resources and work wellbeing. Psychology in the Schools, 54(3), 472–486. https://doi.org/10.1002/pits.22013
• Dorost, A., Fayaz-Bakhsh, A., Hosseini, M., & Mohammadi, H. (2017). TUMS hospital managers’ occupational burnout and its relationship with their emotional intelligence. Journal of Payavard Salamat, 11(4), 441-449.
• Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16(2), 256– 279.
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage
• Gürbüz, B. (2018). Universe and sample. Retrieved from https://acikders.ankara.edu.tr/pluginfile.php/105487/
• Güzel-Candan, D., & Evin-Gencel, I. (2015). Adaptation of the motivation to teach scale into Turkish. Mehmet Akif Ersoy University Journal of Education Faculty, 1(36), 72-89. https://doi.org/10.21764/maeuefd.543883
• Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(8): 1–18. https://doi.org/10.1080/2331186x.2016.1217819
• Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression based approach. New York: Guilford Publications.
• Hussain, S., Ali, R., Khan, M. S., Ramzan, M., & Qadeer, M. Z. (2011). Attitude of secondary school teachers towards teaching profession. International Journal of Academic Research, 3(1), 985-990.
• Irnidayanti, Y., Maulana, R., Helms-Lorenz, M., & Fadhilah, N. (2020). Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia. Journal for the Study of Education and Development, 43(2), 271-308. https://doi.org/10.1080/02103702.2020.1722413
• Kadi, A., Beytekin, O. F., & Arslan, H. (2015). A research on the burnout and the teaching profession attitudes of teacher candidates. Journal of Education and Training Studies, 3(2), 107-113. https://doi.org/10.11114/jets.v3i2.677
• Kahramanoğlu, R., Yokuş, E., Cücük, E., Vural, S., & Şiraz, F. (2018). The validity and reliability study of attitudes towards teaching profession scale. Electronic Turkish Studies, 13(11), 1669-1686. http://dx.doi.org/10.7827/TurkishStudies.13561
• Kauffman, D. F., Yilmaz-Soylu, M., & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe University Journal of Education, 40(3), 279-290.
• Kenny, M. (2007). Gender, institutions and power: A critical review. Politics, 27(2), 91– 100. https://doi.org/10.1111/j.1467-9256.2007.00284.x
• Kilinç, A., Watt, H. M. G., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199–226. https://doi.org/10.1080/1359866x.2012.700048
• König, J., & Rothland, M. (2012). Motivations for choosing teaching as a career: Effects on general pedagogical knowledge during initial teacher education. Asia-Pacific Journal of Teacher Education, 40(3), 289-315. https://doi.org/10.1080/1359866x.2012.700045
• Koustelios, A., & Tsigilis, N. (2005). The relationship between burnout and job satisfaction among physical education teachers: A multivariate approach. European Physical Education Review, 11(2), 189–203. doi:10.1177/1356336X05052896
• Kutsal, D., & Bilge, F. (2012). A study on the burnout and social support levels of high school students. Education and Science, 37(164), 283-297.
• Lee, Y. H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253. https://doi.org/10.1177/1356336X17719559
• Mansfield, C., Wosnitza, M., & Beltman, S. (2012). Goals for teaching: Towards a framework for examining motivation of graduating teachers. Australian Journal of Educational & Developmental Psychology, 12(1), 21-34.
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Reviews of Psychol, 52(2), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
• Metin, M., Acisli, S., & Kolomuc, A. (2012). Attitude of elementary prospective teachers towards science teaching. Procedia-Social and Behavioral Sciences, 46(2), 2004-2008. https://doi.org/10.1016/j.sbspro.2012.05.418
• Ömür, Y. E., & Nartgün, Ş. S. (2013). Relationship between prospective teachers’ attitudes towards teaching profession and their motivation levels. Journal of Educational Policy Analysis, 2(2), 41-55.
• Parvez, M., & Shakir, M. (2013). Attitudes of prospective teachers towards teaching profession. Journal of Education and Practice, 4(10): 172-178.
• Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.
• Pines, A. M., & Aronson, E. (1988). Career burnout: Causes and cures. New York: Free Press. https://doi.org/10.4337/9781845423308.00047
• Pines, A. M. (2005). Love and work: the relationships between their unconscious choices and burnout. Retrieved from http://perpus.univpancasila.ac.id/repository/EBUPT180052.pdf#page=575
• Reglin, G., & Reitzammer, A. (1998). Dealing with the stress of teachers. Education, 118(4), 590-597.
• Roness, D., & Smith, K. (2010). Stability in motivation during teacher education. Journal of Education for Teaching, 36(2), 169-185. https://doi.org/10.1080/02607471003651706
• Roness, D. (2011). Still motivated? The motivation for teaching during the second year in the profession. Teaching and Teacher Education, 27(3), 628-638. https://doi.org/10.1016/j.tate.2010.10.016
• Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761–774. https://doi.org/10.1037/0022-0663.99.4.761
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. https://doi.org/10.1521/978.14625/28806
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Semerci, N., & Semerci, Ç. (2004). Attitudes toward teaching in Turkish. Fırat University Journal of Social Science, 14(1), 137-146.
• Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(8), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
• Stupnisky, R. H., Brckalorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types. Contemporary Educational Psychology, 53(4), 15-26. https://doi.org/10.1016/j.cedpsych.2018.01.004
• Tang, S. Y., Cheng, M. M., & Cheng, A. Y. (2014). Shifts in teaching motivation and sense of self-as-teacher in initial teacher education. Educational Review, 66(4), 465-481. https://doi.org/10.1080/00131911.2013.812061
• Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28(3), 324-335. https://doi.org/10.1016/j.tate.2011.10.007
• Tsigilis, N., Zournatzi, E., & Koustelios, A. (2011). Burnout among physical education teachers in primary and secondary schools. International Journal of Humanities and Social Science, 1(7), 53-58.
• Utomo, H. B., Suminar, D. R., & Hamidah, H. (2019). Capturing teaching motivation of teacher in the disadvantaged areas. Jurnal Cakrawala Pendidikan, 38(3), 398-410. https://doi.org/10.21831/cp.v38i3.26411
• Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185–197. https://doi.org/10.1080/1359866x.2012.700049
• Zhang, Y., Gan, Y., & Zhang, Y. (2000). The reliability and validity of MBI-SS and academic characteristics affecting burnout. Chinese Journal of Clinical Psychology, 4(4), 383-385.
• Zikai, T. (2018). An Overview of Economical Corruption in USA and Analysis of its Future. Journal of Humanities Insights, 2(1), 43-50.