YETERİNCE HAZIR MIYDIK? : COVID-19 PANDEMİSİ SIRASINDA UZAKTAN EĞİTİMDE İNGİLİZCE DİLİ ÖĞRETMENLERİNİN TÜKENMİŞLİK DÜZEYLERİ VE MESLEKİ ÖZ YETERLİLİKLERİ ÜZERİNE BİR ARAŞTIRMA

Year 2023, Volume: - Issue: 67, 126 - 154, 30.07.2023

Ayşenur Uluyol Kağan Büyükkarcı

https://doi.org/10.21764/maeuefd.1086135

Abstract

İlk olarak 2019 yılında ortaya çıkan ve tüm dünyada ölümlere neden olan korona virüsü, hayatın her alanını etkisi altına almış ve sosyal kısıtlamalara neden olmuştur Bu önlemler önemli eğitim değişiklikleri ile sonuçlanmıştır. Bugüne kadar sadece destekleyici bir eğitim türü olan uzaktan eğitim, COVID19 nedeniyle uzun süredir eğitimde tek alternatif haline geldi. Sonuç olarak, öğrenciler ve öğretmenler hiçbir ön hazırlık yapmadan bu sürece uyum sağlamaya çalışmakta zorlanmışlardır. Bu araştırma, İngilizce öğretmenlerinin COVID19 sürecinde zorunlu uzaktan eğitime ilişkin genel algılarını, tükenmişlik düzeylerini ve mesleki öz-yeterlik algılarını belirlemek amacıyla yapılmıştır. Bu üç kategoriyi incelemek için Maslach'ın Tükenmişlik Envanteri ve Bandura'nın Öz-yeterlik Ölçeği kullanılarak bir anket geliştirilmiştir. Türkiye'den toplam 172 İngilizce öğretmeni anketi yanıtlamıştır. Ayrıca yarı yapılandırılmış görüşme araştırması yapılmıştır. Görüşme çalışmasına 16 öğretmen katılmıştır. Anket ve görüşme verilerine dayalı olarak zorunlu uzaktan eğitim sürecinde İngilizce öğretmenlerinin tükenmişlik düzeylerinin nispeten yüksek olduğu tespit edilmiştir. İngilizce öğretmenlerinin mesleki öz-yeterlik algıları da yüksek bulunmuştur. Katılımcı öğretmenler mesleki açıdan yeterince yetkin olduklarını ancak zorunlu uzaktan eğitim sürecinin yürütülmesinin zor bir süreç olduğunu belirtmişlerdir.

Keywords

COVID19, Uzaktan Eğitim, İngilizce Öğretmenleri, Tükenmişlik Sendromu

Supporting Institution

Süleyman Demirel Üniversitesi

WERE WE PREPARED ENOUGH? A STUDY ON THE BURNOUT LEVELS AND PROFESSIONAL SELF-EFFICACY OF ENGLISH LANGUAGE TEACHERS IN DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

Abstract

The corona virus, which first appeared in 2019 and has caused deaths all around the world, has had an impact on all aspects of life and has resulted in social constraints. These mesasures have resulted in significant educational changes. Distance education, which has only been a supportive education type until today, has become the only alternative in education for a long time due to COVID19. This study was carried out to find out English language teachers’ general perceptions related to the obligatory distance education in the process of COVID19, their burnout level, and their professional self-efficacy perceptions. In order to examine these three categories, a questionnaire was developed using Maslach’s Burnout Inventory and Bandura’s Self-efficacy Scale. A total of 172 English teachers from Turkey responded to the questionnaire. In addition, a semi-structured interview research was conducted. The interview study included 16 teachers. It was determined that the English language teachers' burnout levels were relatively high in the process of obligatory distance education. English language teachers’ professional self-efficacy perceptions are found to be high as well. Participating teachers stated that they are professionally competent enough, but that the compulsory distance education process is a difficult process to carry out.

Keywords

distance education, ELT, burnout

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