Burnout Levels of Teachers Working In Special Education

Year 2021, Volume: 4 Issue: 1, 8 - 23, 20.06.2021

Burcu Kaya , Muharrem Koklu

https://doi.org/10.33438/ijdshs.825950

Abstract

Special education as a type of education involving the education of children whose development is slow compared to their peers and the ability to adapt to society, includes challenging processes for the child's family as well as its teachers. Determining the burnout levels of teachers working in the field of special education has been identified as the main goal of this research. Explanation of physical exhaustion, emotional exhaustion, mental exhaustion of teachers, determination of whether the teacher's views differ according to the domographic characteristics of the teachers are included in the scope of the sub-goals. The Maslach Burnout scale was used to collect data in this study, which is in the general screening model. The scale was applied to all special education teachers (142 teachers) working in the field of special education in schools in Eyüpsultan District of Istanbul province. 137 scales have returned. According to the results obtained, working in the field of special education, teachers generally have “some” level(X=2,63±of 0.38); in the dimension of emotional exhaustion: “sometimes” level (X=2,84 ± 0,49); mental exhaustion in the size of the “sometimes” level (X=2,68 ± 0,39); physical exhaustion in the size of “very rare” level (x=is 2.38 ± 0,64) were found to have employee burnout. It was found that the burnout levels of teachers differed according to age, gender, branch, type of institution studied, and duration of work in the field of special education.

Keywords

Special Training, burnout, teachers'burnout

References

• Akalin, S. (2015). Opinions and requirements of teachers of the fusion class on Classroom Management, Journal of the Faculty of Education of Ankara University, 16 (3), 215- 234.
• Ardıç, K. and Polatçı, P. (2008). Burnout syndrome: an application on academics, Gazi University Journal of the Faculty of Economics and Administrative Sciences, 10 (2), 69-96.
• Ardıç, K. and Polatçı, P. (2009). Burnout syndrome and the other side of the coin: integration with work. Erciyes University Journal of the Faculty of Economics and Administrative Sciences, 32, 21-46.
• Başaran, I. (2001). Working conditions of teachers working in private educational institutions, Ege Eğitim Dergisi, 1 (1), 41-53.
• Budak, G. and Sürgevil, O. (2005). An application on academic staff related to the analysis of organizational factors affecting burnout and burnout, Journal of the Faculty of Economics and Administrative Sciences of Dokuz September University, 20 (2), 95- 108.
• Dinç, G. (2018). Examination of vocational burnout levels and subjective well-being levels of special education teachers working in special education institutions. Master's Thesis, Biruni University Institute Of Educational Sciences, Istanbul.
• Demirel, O.N., Yilmaz, Y. and Üngüren, E. (2015). A research on burnout levels of vocational school students. EKEV Academy Journal, 19 (62), 173-184.
• Gündüz, M. and Akin, a. (2015). Problems and solutions related to special education in public schools in Turkey, Journal of Education and Training Research, 4 (2), 86-95.
• Karasu, T. and Mutlu, Y. (2014). Problems and solutions in special education from the perspective of teachers, Journal of Social Sciences of mush Alparslan University, 2 (1), 47-66.
• Karasar, N. (2017). Scientific research method, concepts, principles and techniques, second spelling, 32. Edition, Nobel Publications, Ankara, 109-120.
• Kaya, N., Kaya, H., Erdoğan Ayık, S. ve Uygur, E. (2010) Burnout in nurses working in a public hospital. International Journal Of Human Sciences, 7 (1), 401-419.
• Kumcağız, H., Demir, Y. ve Karadaş, C. (2017) Self-sufficiency perception of special education as predictor of professional burnout in school psychological counselors. Journal Of The Faculty Of Education Of Inenyu University, 18 (3), 315-324.
• Maslach, C. ve Goldberg, J. (1998). Prevention of burnout: new perspectives. Applied & Preventive Psychology, 7, 63-74.
• Sağlam Arı, G. and Çına Bal, E. (2008). Burnout concept: its importance for individuals and organizations, Journal of Management and Economics, 15 (1), 131-148.
• Şahin, F. ve Şahin, D. (2012). Determination of burnout level of special education teachers working with disabled individuals, Journal of Teacher Education and educators, 1 (2), 275-294.
• Tümeğ, S. (2014). The effectiveness of simultaneous teaching offered by a peer with mental disabilities in learning the coins of students with mental disabilities. Master's Thesis, Abant Izzet Baysal University Institute Of Educational Sciences, Bolu.
• Ministry of family and social policies of the Republic of Turkey, http://eyh.aile.gov.tr/data/549c100e369dc526905eb409/zihinsel%20engelli%20%C3%A7ocuklar.pdf Accessed 13.02.2018.
• Yıldıztaşı, M.B. (2017). An examination of the relationship between political skill and organizational burnout in accordance with the views of secondary school teachers. Master's Thesis, Hacettepe University Institute Of Educational Sciences, Ankara