EARLY CHILDHOOD TEACHERS’ WILLINGNESS TO TEACH, TEACHING EFFICACY AND TEACHER BURNOUT

Abstract

The purpose of the study was to examine the predictive power of Turkish early childhood teachers’ teaching efficacy levels, willingness to teach, gender, education, professional experience, and years of professional education, for teacher burnout. Participants were 219 early childhood teachers from Turkey. Ages ranged from 20 to 51 years. Of the 219 participants, 188 were female and 31 were male. Participants responded to the Turkish version of the Maslach Burnout Inventory-Educator Survey, the Turkish version of the Teachers’ Sense of Efficacy Scale, and scoring of an item, “I am teaching willingly”, on a 5-point scale. Stepwise regression analyses were conducted for each sub-dimension of teacher burnout. Results revealed that willingness to teach, student engagement, and years of professional education explained 40% of the variance in emotional exhaustion. Student engagement alone explained 25% of the variance in personal accomplishment. Finally, willingness to teach and general teaching efficacy appeared to be significant predictors for depersonalization sub dimension of teacher burnout. Accordingly, implications and contributions are discussed.

Keywords

• teacher burnout,
• ; willingness to teach,
• teaching efficacy,
• early childhood

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