Research Article
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The effect of school type on EFL teachers’ burnout: The case in Turkey

Year 2019, Volume: 15 Issue: 4, 1413 - 1425, 31.12.2019
https://doi.org/10.17263/jlls.668533

Abstract

Teachers are the leaders of education; their energy contributes to the learning and teaching process. In foreign language classrooms, one of the essentials of effective teaching is having highly motivated teachers. Thus, their job satisfaction and energy have a great impact on language teaching process. However, affecting teachers emotionally, physically, and psychologically, burnout may decrease the performance of the teachers and may have a negative influence on their approach towards the students or workplace during the process. The aim of this study was to examine the burnout levels of English as a Foreign Language teachers in Turkish context and to investigate any effect of school type on burnout levels when age and experience were controlled. The participants included 74 teachers of EFL teaching in public schools. The participants were asked to fill a scale, which included demographics and burnout levels on three aspects as Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment in Maslach Burnout Inventory (1981). Primarily, the findings indicated that EFL teachers commonly showed high levels of burnout. Moreover, it was revealed that as a school type, primary school had a significant effect on in three sub-dimensions of teachers’ burnout levels. In consideration of the literature and findings, results are discussed and implications are provided in terms of burnout and young learners.

References

  • Atmaca, Ç. A burning issue among English teachers: Reflections of in-service teachers on job satisfaction and burnout. ELT Research Journal, 6(1), 89-115.
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., &Taris, T. W. (2008). Work engagement: An emerging concept in occupational health. Work & Stress: An International Journal of Work, Health & Organisations, 22(3), 187-200.
  • Byrne, B. (1999). The nomological network of teacher burnout: a literature review and empirically validated model. In R. Vandenberghe and A.M. Huberman (Eds.),Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp.15-37). Cambridge, UK: Cambridge University Press.
  • Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jossey-Bass.
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165.
  • Friedman, I. A. (1991). High- and low-burnout schools: School culture aspects of teacher burnout. The Journal of Educational Research, 84, 6.
  • Gaitan, P. (2009). Teacher Burnout Factors as Predictors of Adherence to Behavioral Intervention. Doctoral dissertation, University of Minnesota.
  • Genç, G. (2016). Learned resourcefulness and burnout levels of English teachers. International Journal of Psychology and Educational Studies, 3(1), 1-13.
  • Gold, Y. & Grant, R.A. (1993). Teachers managing stress and preventing burnout: The professional health solution. London: Falmer.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and teacher education, 4(1), 63-69.
  • Hismanoglu, M., & Ersan, Y. (2016). Investıgating Turkish EFL teachers' burnout levels in relation to demographic variables. Journal of Educational & Instructional Studies in the World, 6(4).
  • Horn, J.E. van &Schaufeli, W.B. (1998). Maslach Burnout Inventory: The Dutch Educators Survey (MBI-NLES) Psychometric evaluations. Manual (unpublished manuscript). Utrecht University: Department of Social and Organizational Psychology.
  • Hughes, R. E. (2001). Deciding to leave but staying: teacher burnout, precursors and turnover. The International Journal of Human Resource Management, 12(2), 288-298.
  • Kurtoğlu, Ü. (2001) An evaluation of ELT teachers’ vocational burnout according to some variables, Unpublished master’s Thesis, Kafkas University, Kars, Turkey.
  • Küskü, F. (2001). Dimensions of employee satisfaction: A state university example. METU Studies in Development, 28 (3-4), 2001, 399-430, ISSN 1362-0436.
  • Kyriacou, C. (2001). Teacher stress: directions for future research. Educational Review, 53(1), 27-35.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C. (1982). Burnout: The cost of caring. New York: Prentice-Hall.
  • Maslach, C., & Jackson, S.E. (1986). MBI: Maslach Burnout Inventory, Manuel Research Edition. Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Jackson, S.E., & Leiter, M.P. (1996). MBI: The Maslach Burnout Inventory: Manual, Consulting Psychologists Press, Palo Alto, CA, 4-20.
  • Maslach, C., Jackson, S. E., Leiter, M. P., Zalaquett, C., & Wood, R. (1997). Evaluating stress: A book of resources. 3. USA: Scarecrow.
  • Maslach, C. (1999). Progress in understanding teacher burnout. In R. Vandenberghe and A.M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice. (pp.211-222). Cambridge, UK: Cambridge University Press.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review Psychology, 52, 397-422.
  • Russell, D. W. E., Altmaier, D., & Van, V. (1987). “Job-related stress, social support, and burnout among classroom teachers”. Journal of Applied Psychology, vol. 72, p. 269-274.
  • Shirom, A. (1989). Burnout in work organizations. In C. L. Cooper & I. Robertson (Eds.) International Review of Industrial and Organizational Psychology, (pp.26-48). N.Y: Wiley.
  • Taris, T. W., Le Blanc, P. M., Schaufeli, W. B. &Schreurs, P. J. G. (2005). Are there causal relationships between the dimensions of the Maslach Burnout Inventory? A review and two longitudinal tests. Work & Stress, 19, 238 – 255.
  • Uğuz, S. (2016). A study on the professional burnout of EFL teachers at vocational and technical Anatolian high schools in Adana. Unpublished Master’s Thesis, Çukurova University, Adana, Turkey.
  • Wong, E., &Heng, T.N. (2009). Case study of factors influencing jobs satisfaction in two Malaysian Universities. International Business Research, Vol.2, No: 2.
  • Yorulmaz, Y. İ., & Altınkurt, Y. (2018). The examination of teacher burnout in Turkey: A meta-analysis. Turkish Journal of Education, 7(1), 34-54. DOI: 10.19128/turje.348273.
Year 2019, Volume: 15 Issue: 4, 1413 - 1425, 31.12.2019
https://doi.org/10.17263/jlls.668533

Abstract

References

  • Atmaca, Ç. A burning issue among English teachers: Reflections of in-service teachers on job satisfaction and burnout. ELT Research Journal, 6(1), 89-115.
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., &Taris, T. W. (2008). Work engagement: An emerging concept in occupational health. Work & Stress: An International Journal of Work, Health & Organisations, 22(3), 187-200.
  • Byrne, B. (1999). The nomological network of teacher burnout: a literature review and empirically validated model. In R. Vandenberghe and A.M. Huberman (Eds.),Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp.15-37). Cambridge, UK: Cambridge University Press.
  • Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jossey-Bass.
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165.
  • Friedman, I. A. (1991). High- and low-burnout schools: School culture aspects of teacher burnout. The Journal of Educational Research, 84, 6.
  • Gaitan, P. (2009). Teacher Burnout Factors as Predictors of Adherence to Behavioral Intervention. Doctoral dissertation, University of Minnesota.
  • Genç, G. (2016). Learned resourcefulness and burnout levels of English teachers. International Journal of Psychology and Educational Studies, 3(1), 1-13.
  • Gold, Y. & Grant, R.A. (1993). Teachers managing stress and preventing burnout: The professional health solution. London: Falmer.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and teacher education, 4(1), 63-69.
  • Hismanoglu, M., & Ersan, Y. (2016). Investıgating Turkish EFL teachers' burnout levels in relation to demographic variables. Journal of Educational & Instructional Studies in the World, 6(4).
  • Horn, J.E. van &Schaufeli, W.B. (1998). Maslach Burnout Inventory: The Dutch Educators Survey (MBI-NLES) Psychometric evaluations. Manual (unpublished manuscript). Utrecht University: Department of Social and Organizational Psychology.
  • Hughes, R. E. (2001). Deciding to leave but staying: teacher burnout, precursors and turnover. The International Journal of Human Resource Management, 12(2), 288-298.
  • Kurtoğlu, Ü. (2001) An evaluation of ELT teachers’ vocational burnout according to some variables, Unpublished master’s Thesis, Kafkas University, Kars, Turkey.
  • Küskü, F. (2001). Dimensions of employee satisfaction: A state university example. METU Studies in Development, 28 (3-4), 2001, 399-430, ISSN 1362-0436.
  • Kyriacou, C. (2001). Teacher stress: directions for future research. Educational Review, 53(1), 27-35.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C. (1982). Burnout: The cost of caring. New York: Prentice-Hall.
  • Maslach, C., & Jackson, S.E. (1986). MBI: Maslach Burnout Inventory, Manuel Research Edition. Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Jackson, S.E., & Leiter, M.P. (1996). MBI: The Maslach Burnout Inventory: Manual, Consulting Psychologists Press, Palo Alto, CA, 4-20.
  • Maslach, C., Jackson, S. E., Leiter, M. P., Zalaquett, C., & Wood, R. (1997). Evaluating stress: A book of resources. 3. USA: Scarecrow.
  • Maslach, C. (1999). Progress in understanding teacher burnout. In R. Vandenberghe and A.M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice. (pp.211-222). Cambridge, UK: Cambridge University Press.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review Psychology, 52, 397-422.
  • Russell, D. W. E., Altmaier, D., & Van, V. (1987). “Job-related stress, social support, and burnout among classroom teachers”. Journal of Applied Psychology, vol. 72, p. 269-274.
  • Shirom, A. (1989). Burnout in work organizations. In C. L. Cooper & I. Robertson (Eds.) International Review of Industrial and Organizational Psychology, (pp.26-48). N.Y: Wiley.
  • Taris, T. W., Le Blanc, P. M., Schaufeli, W. B. &Schreurs, P. J. G. (2005). Are there causal relationships between the dimensions of the Maslach Burnout Inventory? A review and two longitudinal tests. Work & Stress, 19, 238 – 255.
  • Uğuz, S. (2016). A study on the professional burnout of EFL teachers at vocational and technical Anatolian high schools in Adana. Unpublished Master’s Thesis, Çukurova University, Adana, Turkey.
  • Wong, E., &Heng, T.N. (2009). Case study of factors influencing jobs satisfaction in two Malaysian Universities. International Business Research, Vol.2, No: 2.
  • Yorulmaz, Y. İ., & Altınkurt, Y. (2018). The examination of teacher burnout in Turkey: A meta-analysis. Turkish Journal of Education, 7(1), 34-54. DOI: 10.19128/turje.348273.
There are 29 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Fatma Kimsesiz This is me

Publication Date December 31, 2019
Published in Issue Year 2019 Volume: 15 Issue: 4

Cite

APA Kimsesiz, F. (2019). The effect of school type on EFL teachers’ burnout: The case in Turkey. Journal of Language and Linguistic Studies, 15(4), 1413-1425. https://doi.org/10.17263/jlls.668533
AMA Kimsesiz F. The effect of school type on EFL teachers’ burnout: The case in Turkey. Journal of Language and Linguistic Studies. December 2019;15(4):1413-1425. doi:10.17263/jlls.668533
Chicago Kimsesiz, Fatma. “The Effect of School Type on EFL teachers’ Burnout: The Case in Turkey”. Journal of Language and Linguistic Studies 15, no. 4 (December 2019): 1413-25. https://doi.org/10.17263/jlls.668533.
EndNote Kimsesiz F (December 1, 2019) The effect of school type on EFL teachers’ burnout: The case in Turkey. Journal of Language and Linguistic Studies 15 4 1413–1425.
IEEE F. Kimsesiz, “The effect of school type on EFL teachers’ burnout: The case in Turkey”, Journal of Language and Linguistic Studies, vol. 15, no. 4, pp. 1413–1425, 2019, doi: 10.17263/jlls.668533.
ISNAD Kimsesiz, Fatma. “The Effect of School Type on EFL teachers’ Burnout: The Case in Turkey”. Journal of Language and Linguistic Studies 15/4 (December 2019), 1413-1425. https://doi.org/10.17263/jlls.668533.
JAMA Kimsesiz F. The effect of school type on EFL teachers’ burnout: The case in Turkey. Journal of Language and Linguistic Studies. 2019;15:1413–1425.
MLA Kimsesiz, Fatma. “The Effect of School Type on EFL teachers’ Burnout: The Case in Turkey”. Journal of Language and Linguistic Studies, vol. 15, no. 4, 2019, pp. 1413-25, doi:10.17263/jlls.668533.
Vancouver Kimsesiz F. The effect of school type on EFL teachers’ burnout: The case in Turkey. Journal of Language and Linguistic Studies. 2019;15(4):1413-25.