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The Effect of Stress Levels and Burnout Levels on Subjective Well-Being Levels of Physical Education Teachers Working in Public Schools

Year 2024, , 162 - 168, 30.06.2024
https://doi.org/10.56639/jsar.1500073

Abstract

Teaching is one of the professions with high levels of stress and burnout. Many internal and external factors affect stress and burnout levels. It is important to reveal the effect of stress and burnout levels affected by these factors on teachers' subjective well-being levels. Therefore, this study aims to examine the effects of stress and burnout on the subjective well-being of physical education teachers working in public schools. A total of 322 teachers, 80 women and 242 men, who teach physical education in public schools, constitute the sample group. In the data collection process, four sections were used: demographic information form, stress scale, burnout scale and teacher subjective well-being scale. The findings show that as the participants' subjective well-being levels increase, their stress and burnout levels decrease. It was determined to what extent stress and burnout variables predicted subjective well-being, and as a result of the multiple regression analysis, R = .425, R2 = .181. As a result, it was seen that 18.1% of the total variance in subjective well-being was explained by these variables.

References

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Kamu Okullarında Çalışan Beden Eğitimi Öğretmenlerinin Stres Düzeyleri ve Tükenmişlik Düzeylerinin Öznel İyi Oluş Düzeylerine Etkisi

Year 2024, , 162 - 168, 30.06.2024
https://doi.org/10.56639/jsar.1500073

Abstract

Öğretmenlik yüksek düzeyde stres ve tükenmişliğin yaşandığı mesleklerden biridir. Stres ve tükenmişlik düzeylerini birçok içsel ve dışsal faktör etkilemektedir. Bu faktörlerden etkilenen stres ve tükenmişlik düzeylerinin öğretmenlerin öznel iyi oluş düzeyleri üzerindeki etkisinin ortaya çıkartılması önemlidir. Bu nedenle bu çalışmada, kamu okullarında çalışan beden eğitimi öğretmenlerinin stres ve tükenmişlik düzeylerinin öznel iyi oluş düzeylerine etkisinin incelenmesi amaçlanmaktadır. Kamu okullarında beden eğitimi öğretmenliği yapan 80’i kadın 242’si erkek olmak üzere toplamda 322 öğretmen örneklem grubunu oluşturmaktadır. Veri toplama sürecinde demografik bilgi formu, stres ölçeği, tükenmişlik ölçeği ve öğretmen öznel iyi oluş ölçeği olmak üzere dört bölümden oluşan formlar kullanılmıştır. Bulgular, katılımcıların öznel iyi oluş düzeyleri arttıkça stres ve tükenmişlik düzeylerinin azaldığı görülmektedir. Öznel iyi oluşu stres ve tükenmişlik değişkenlerinin ne ölçüde yordadığı belirlenmiş ve yapılan çoklu regresyon analizi sonucunda R=.425, R2=.181 olarak bulunmuştur. Sonuç olarak öznel iyi oluş toplam varyansın %18.1’inin bu değişkenlerce açıklandığı görülmüştür.

References

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  • Aslan, S., Ertürk, A., Arutay, Ö., Ardiç, M., & Sonkur, A. (2021). Öğretmenlerin tükenmişlik ve mental iyi oluş düzeylerinin çeşitli değişkenler açısından incelenmesi: Kahta ilçesi örneği. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(1), 99-126.
  • Bermejo-Toro, L., Prieto-Ursúa, M., & Hernández, V. (2016). Towards a model of teacher well-being: Personal and job resources involved in teacher burnout and engagement. Educational Psychology, 36(3), 481-501. https://doi.org/10.1080/01443410.2015.1005006
  • Bettini, E., Jones, N., Brownell, M., Conroy, M., Park, Y., Leite, W., Benedict, A. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38(4), 246-256. https://doi.org/10.1177/0741932517708327
  • Borg, M. G., & Falzon, J. M. (1989). Stress and job satisfaction among primary school teachers in Malta. Educational review, 41(3), 271-279. https://doi.org/10.1080/0013191890410307
  • Brickman, P., Coates, D., & Janoff-Bulman, R. (1978). Lottery winners and accident victims: Is happiness relative? Journal of personality and social psychology, 36(8), 917. https://doi.org/10.1037/0022-3514.36.8.917
  • Brown, T. A., Chorpita, B. F., Korotitsch, W., & Barlow, D. H. (1997). Psychometric properties of the Depression Anxiety Stress Scales (DASS) in clinical samples. Behaviour research and therapy, 35(1), 79-89. https://doi.org/10.1016/S0005-7967(96)00068-X
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  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
  • Cenkseven-Onder, F., & Sari, M. (2009). The quality of school life and burnout as predictors of subjective well-being among teachers. Educational Sciences: Theory and Practice, 9(3), 1223-1235.
  • Chan, D. W., & Hui, E. K. (1995). Burnout and coping among Chinese secondary school teachers in Hong Kong. British journal of educational psychology, 65(1), 15-25. https://doi.org/10.1111/j.2044-8279.1995.tb01128.x
  • Chang, H. (2022). Stress and Burnout in EFL Teachers: The Mediator Role of Self-Efficacy. Frontiers in psychology, 2079. https://doi.org/10.3389/fpsyg.2022.880281
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189. https://doi.org/10.1037/a0029356
  • De Neve, J.-E., & Oswald, A. J. (2012). Estimating the influence of life satisfaction and positive affect on later income using sibling fixed effects. Proceedings of the National Academy of Sciences, 109(49), 19953-19958. https://doi.org/10.1073/pnas.1211437109
  • Denovan, A., & Macaskill, A. (2017). Stress and subjective well-being among first year UK undergraduate students. Journal of Happiness Studies, 18, 505-525. https://doi.org/10.1007/s10902-016-9736-y
  • Diener, E. (2008). Myths in the science of happiness, and directions for future research. The science of subjective well-being, 493-514.
  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological bulletin, 125(2), 276. https://doi.org/10.1037/0033-2909.125.2.276
  • Edwards, J. R., Caplan, R. D., & Van Harrison, R. (1998). Person-environment fit theory. Theories of organizational stress, 28(1), 67-94.
  • Erdogan, B., Bauer, T. N., Truxillo, D. M., & Mansfield, L. R. (2012). Whistle while you work: A review of the life satisfaction literature. Journal of management, 38(4), 1038-1083. https://doi.org/10.1177/0149206311429379
  • Ergün, E., & Nartgün, Ş. S. (2017). Öğretmen öznel iyi oluş ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 7(2), 385-397. https://doi.org/10.19126/suje.296824
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Details

Primary Language Turkish
Subjects Sports Activity Management
Journal Section Research Articles
Authors

Burak Karababa 0000-0001-5873-5796

Publication Date June 30, 2024
Submission Date June 12, 2024
Acceptance Date June 30, 2024
Published in Issue Year 2024

Cite

APA Karababa, B. (2024). Kamu Okullarında Çalışan Beden Eğitimi Öğretmenlerinin Stres Düzeyleri ve Tükenmişlik Düzeylerinin Öznel İyi Oluş Düzeylerine Etkisi. Herkes için Spor Ve Rekreasyon Dergisi, 6(2), 162-168. https://doi.org/10.56639/jsar.1500073

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