Using Positive Psychology as an Alternative Solution to Teachers' Occupational Burnout

Year 2022, Volume: 12 Issue: 3, 2823 - 2864, 30.11.2022

Kıvanç Uzun Pelin Yaprakdal

https://doi.org/10.48146/odusobiad.1084316

Abstract

UNESCO states that the world needs to employ 69 million new teachers in order to reach the 2030 education goals, but studies show that 80% of existing teachers are considering leaving the occupation. Despite the initial motivation to become a teacher, unfortunately, there is a significant attrition during the training phase and the first years of starting the teaching occupation. Globally, teachers are known to have the highest work-related stress and burnout compared to other occupations. However, despite growing evidence of their effectiveness, positive psychology interventions have rarely been applied and studied in teachers' work environments in both domestic and international literature. It is clear that teachers need more effective and functional ways to manage the increasing stressors of their roles. Unfortunately, any professional intervention focused on improving teachers' psychological capacity is seen as a luxury or add-on rather than being part of a strategic whole-school well-being plan. The main starting point of this study is to reveal the threats to teachers' resilience, well-being and self-efficacy, to suggest various interventions to support teachers' well-being in schools based on the PERMA approach and to draw attention to their dissemination at the national level. With support from positive psychology research, this study provides some examples of interventions where teachers can learn to develop protective factors for themselves to buffer against the extreme stress and burnout they experience at school.

Keywords

Teachers, Occupational burnout, Positive psychology, Well-being, Resilience, Self-efficacy, Intervention program

Öğretmenlerin Mesleki Tükenmişliklerine Alternatif Bir Çözüm Yolu Olarak Pozitif Psikolojinin Kullanılması

Abstract

UNESCO, 2030 eğitim hedeflerine ulaşmak için dünyanın 69 milyon yeni öğretmen istihdam etmesi gerektiğini belirtiyor ancak yapılan araştırmalar mevcut öğretmenlerin %80’inin mesleği bırakmayı düşündüğünü göstermektedir. Öğretmen olmak için başlangıçtaki motivasyona rağmen, ne yazık ki eğitim alma aşamasında ve öğretmenlik mesleğine başlanan ilk yıllarda önemli bir yıpranma söz konusudur. Küresel olarak, öğretmenlerin diğer mesleklere kıyasla en yüksek işle ilgili stres ve tükenmişliğe sahip oldukları bilinmektedir. Ancak etkililiklerini gösteren ve devamlı artan kanıtlara rağmen hem yerli hem de yurt dışı alanyazınında pozitif psikoloji müdahaleleri, öğretmenlerin çalışma ortamlarında nadiren uygulanmış ve incelenmiştir. Öğretmenlerin, rollerinin getirdiği artan stres faktörlerini yönetebilmek için daha etkili ve işlevsel yollara ihtiyaçları olduğu açıktır. Ne yazık ki öğretmenlerin psikolojik kapasitesini geliştirmeye odaklanan herhangi bir profesyonel müdahale, stratejik olan bir tüm okul iyi oluş planının parçası olmak yerine, bir lüks veya eklenti olarak görülmektedir. Buradan hareketle bu çalışmanın temel çıkış noktası, öğretmenlerin iyi oluş, psikolojik sağlamlık ve öz-yeterliklerine yönelik tehditlerin ortaya konulması, PERMA yaklaşımı temel alınarak okullarda öğretmenlerin iyi oluşlarını desteklemek için çeşitli müdahalelerin önerilmesi ve ulusal düzeyde yaygınlaştırılmasına dikkat çekilmesidir. Pozitif psikoloji araştırmalarından aldığı destek sayesinde bu çalışma, öğretmenlerin okullarında yaşadıkları aşırı strese ve tükenmişliğe karşı tampon yapmak adına kendilerine yönelik koruyucu faktörleri geliştirmeyi öğrenebilecekleri bazı müdahale örnekleri sunmaktadır.

Keywords

Öğretmenler, Mesleki tükenmişlik, Pozitif psikoloji, İyi oluş, Psikolojik sağlamlık, Öz-yeterlik, Müdahale programı

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