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ÖĞRENİLMİŞ GÜÇLÜLÜK, KIDEM VE MEDENİ DURUMUN DUYGUSAL TÜKENMEDEKİ ROLÜ: KAYNAKLARIN KORUNMASI TEORİSİ KAPSAMINDA BİR ANALİZ

Year 2011, Volume: 25 Issue: 1, 107 - 126, 07.07.2011

Abstract

Bu araştırmanın amacı öğretmenlerin öğrenilmiş güçlülük
düzeyleri, medeni durumları ve kıdemlerinin duygusal tükenme düzeylerine
etkilerini analiz etmektir. Araştırmaya Yalova’da çalışan 350 öğretmen katılmış,
ölçüm aracı olarak Rosenbaum Öğrenilmiş Güçlülük Ölçeği ve Maslach
Tükenmişlik Ölçeği-Duygusal Tükenme alt ölçeği kullanılmıştır. Elde edilen
sonuçlara göre öğrenilmiş güçlülük, öğretmenlerin duygusal tükenme
düzeylerini etkilemektedir. Bunun yanı sıra öğretmenlerin mesleki kıdemleri
artıkça duygusal tükenme düzeyi de artmaktadır. Son olarak bu araştırmada
öğretmenlerin medeni durumları ile duygusal tükenme düzeyleri arasında
anlamlı bir ilişki bulunamamıştır. Bu araştırmada öğretmenlerin öğrenilmiş
güçlülük düzeylerinin duygusal tükenme düzeylerine etkisi Kaynakların
Korunması Teorisi kapsamında ele alınmış ve konuya ampirik destek
sağlanmıştır.

References

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Year 2011, Volume: 25 Issue: 1, 107 - 126, 07.07.2011

Abstract

References

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  • Aryee, S., L. Sun, Z. X. G. Chen, Y. A. Debrah (2008), “Abusive Supervision and Contextual Performance: The Mediating Role of Emotional Exhaustion and the Moderating Role of Work Unit Structure”, Management and Organization Review, 4 (3), ss. 393–411.
  • Aslan, Ş., M. Özata (2008), “Duygusal Zeka ve Tükenmişlik Arasındaki İlişkilerin Araştırılması: Sağlık Çalışanları Örneği”, Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 30, ss. 77-97.
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  • Cole, M. S., Bernerth, J. B., Walter, F., Holt, D. T. (2010), “Organizational Justice and Individuals’ Withdrawal: Unlocking the Influence of Emotional Exhaustion”, Journal of Management Studies, 47 (3), ss. 367-390.4 367..390
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  • Coyne, J. C., G. Downey (1991), “Social Factors and Psychopathology: Stress, Social Support, and Coping Processes”, Annual Review of Psychology, 42, ss. 401-425.
  • Cropanzano, R., D. E. Rupp, Z. S. Byrne (2003), “The Relationship of Emotional Exhaustion to Work Attitudes, Job Performance, and Organizational Citizenship Behaviors”, Journal of Applied Psychology, 88, ss. 160-169.
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  • Dağ, İhsan (1992) Kontrol Odağı, Öğrenilmiş Güçlülük ve Psikopatoloji İlişkileri, Psikoloji Dergisi, 7 (27), ss. 1-9.
  • Deery, S., Iverson, R., Walsh, J. (2002), “Work Relationship in Telephone Call Centers: Understanding Emotional Exhaustion and Employee Withdrawal”, Journal of Management Studies, 39 (4), ss. 471-496.
  • Demerouti, E., A. B. Bakker, F. Nachreiner, W. B. Schaufeli (2001), “The Job Demands-Resources Model of Burnout”, Journal of Applied Psychology, 86 (3), ss. 499-512.
  • Dönmez, B., G. Genç (2006) Genel Liselerdeki Okul Yöneticisi ve Öğretmenlerin Öğrenilmiş Güçlülük Düzeylerine İlişkin Algıları, İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7 (12), ss. 41-60.
  • Elliot, T. R., R. Shewchuk, K. Hagglund, B. Rybarczyk (1996), “Occupational Burnout, Tolerance for Stress, and Coping Among Nurses in Rehabilitation Units”, Rehabilitation Psychology, 41 (4), ss. 267-284.
  • Ergin, C. (1992), “Doktor ve Hemşirelerde Tükenmişlik ve Maslach Tükenmişlik Ölçeğinin Uyarlanması”, R. Bayraktar, İ. Dağ, (der.), VII. Ulusal Psikoloji Kongresi Bilimsel Çalışmaları, VII. Ulusal Psikoloji Kongresi Düzenleme Kurulu ve Türk Psikologlar Derneği Yayını, Ankara, ss. 143-154.
  • Gaines, J., J. M. Jermier (1983), “Emotional Exhaustion in a High Stress Organization”, Academy of Management Journal, 26 (4), ss. 567-586.
  • Gazioğlu, E. İ., İ. Demir, (2008) “Learned Resourcefulness, Attachment Styles, and Childhood Traumatic Experiences: A Study on Turkish College Sample”, European Journal of Social Sciences, 6 (2), ss. 175-187.
  • Ginter, G. G., J. D. West, J. J. Zarski (1988), “Learned Resourcefulness and Situation-Specific Coping with Stress”, The Journal of Psychology, 123 (3), ss. 295-304.
  • Grandey, A. A., R. Cropanzano (1999), “The Conservation of Resources Model Applied to Work-Family Conflict and Strain”, Journal of Vocational Behavior, 54, ss. 350-370.
  • Haddad, A. (1998), “Sources of Social Support among School Counsellors in Jordan and Its Relationship to Burnout”, International Journal for the Advancement of Counselling, 20, ss. 113–121.
  • Hakanen, J. J., A. B. Bakker, W. B. Schaufeli (2006), “Burnout and work engagement among teachers”, Journal of School Psychology, 43, ss. 495–513.
  • Halbesleben, J. R. B., M. R. Buckley (2004), “Burnout in Organizational Life”, Journal of Management, 30 (6), ss. 859–879.
  • Healy, J., T. Bramble (2003), “Dial ‘B’ for Burnout? The Experience of Job Burnout in a Telephone Call Centre”, Labour & Industry, 14 (2), ss. 39-59.
  • Hobfoll, S. E. (1989) “Conservation Of Resources A New Attempt At Conceptualizing Stress”, American Psychologist, 44 (3),
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Şenay Yürür This is me

Publication Date July 7, 2011
Published in Issue Year 2011 Volume: 25 Issue: 1

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APA Yürür, Ş. (2011). ÖĞRENİLMİŞ GÜÇLÜLÜK, KIDEM VE MEDENİ DURUMUN DUYGUSAL TÜKENMEDEKİ ROLÜ: KAYNAKLARIN KORUNMASI TEORİSİ KAPSAMINDA BİR ANALİZ. Atatürk Üniversitesi İktisadi Ve İdari Bilimler Dergisi, 25(1), 107-126.

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