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

Yıl 2022, Cilt: 12 Sayı: 3, 2823 - 2864, 30.11.2022

Kıvanç Uzun , Pelin Yaprakdal

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

Cited By: 2

Öz

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.

Anahtar Kelimeler

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

Öğretmenlerin Mesleki Tükenmişliklerine Alternatif Bir Çözüm Yolu Olarak Pozitif Psikolojinin Kullanılması

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Achor, S. (2010). The happiness advantage: The seven principles of positive psychology that fuel success and performance at work. New York, NY: Crown Publishers / Random House.
• Agezo, C. K. (2010). Why teachers leave teaching: The case of pretertiary institutions in Ghana. International Journal of Educational Reform, 19(1), 51-69. doi:10.1177/105678791001900104
• Richards, K. A. R., Hemphill, M. A. ve Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching: Theory and Practice, 24(7), 768-787. doi:10.1080/13540602.2018.1476337
• Ahuja, S. (2012). Research results for quality schooling: Bridging the gap between research and practice. MIER Journal of Educational Studies Trends and Practices, 2(2), 206-214. doi:10.52634/mier/2012/v2/i2/1570
• Aldrup, K., Klusmann, U. ve Lüdtke, O. (2017). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction, 50, 21-30. doi:10.1016/j.learninstruc.2016.11.005
• Baas, M., De Dreu, C. K. W. ve Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134(6), 779-806. doi:10.1037/a0012815
• Bajorek, Z., Gulliford, J. ve Taskila, T. (2014). Healthy teachers, higher marks? Establishing a link between teacher health & wellbeing and student outcomes. London: The Work Foundation.
• Bakadorova, O. ve Raufelder, D. (2014). The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students. European Journal of Psychology of Education, 29(3), 347-366. doi:10.1007/s10212-013-0202-5
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman Press.
• Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78. doi:10.1111/1467-8721.00064
• Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares ve T. Urdan (Ed.), Self-efficacy beliefs of adolescents (ss. 307-337) içinde. Greenwich, CT: Information Age.
• Barak, Y. (2006). The immune system and happiness. Autoimmunity Reviews, 5(8), 523-527. doi:10.1016/j.autrev.2006.02.010
• Bastías, L. S. B. (2021). Subjective well-being and quality of life: An approximation from the exercise of teaching. Educere, 25, 897-908.
• Baumeister, R. ve Vohs, K. (2005). Meaningfulness in life. C. R. Snyder ve S. Lopez (Ed.), Handbook of positive psychology (ss. 608-618) içinde. Oxford UK: Oxford University Press.
• Beets, M. W., Flay, B. R., Vuchinich, S., Acock, A. C., Li, K.-K. ve Allred, C. (2008). School climate and teachers? Beliefs and attitudes associated with implementation of the positive action program: A diffusion of innovations model. Prevention Science, 9(4), 264-275. doi:10.1007/s11121-008-0100-2
• Benard, B. (2003). Turnaround teachers and schools. B. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (ss. 115-137) içinde. Alexandria, VA: Association for Supervision and Curriculum Development.
• Beycioğlu, K., Özer, N. ve Uğurlu, C. T. (2010). Teachers’ views on educational research, Teaching and Teacher Education, 26(4), 1088-1093. doi:10.1016/j.tate.2009.11.004
• Bird, J. M. ve Markle, R. S. (2012). Subjective well‐being in school environments: Promoting positive youth development through evidence‐based assessment and intervention. American Journal of Orthopsychiatry, 82(1), 61-66. doi:10.1111/j.1939-0025.2011.01127.x
• Bonebright, C. A., Clay, D. L. ve Ankenmann, R. D. (2000). The relationship of workaholism with worklife conflict, life satisfaction, and purpose in life. Journal of Counseling Psychology, 47(4), 469-477. doi:10.1037/0022-0167.47.4.469
• Brouskeli, V., Kaltsi, V. ve Maria, L. (2018). Resilience and occupational well-being of secondary education teachers in Greece. Issues in Educational Research, 28(1), 43-60.
• Buonomo, I., Fatigante, M. ve Fiorilli, C. (2017). Teachers’ burnout profile: Risk and protective factors. The Open Psychology Journal, 10(1), 190-201. doi:10.2174/1874350101710010190
• Buonomo, I., Fiorilli, C. ve Benevene, P. (2019). The impact of emotions and hedonic balance on teachers’ self-efficacy: Testing the bouncing back effect of positive emotions. Frontiers in Psychology, 10, 1670. doi:10.3389/fpsyg.2019.01670
• Byrne, B. M. (1999). The nomological network of teacher burnout: A literature review and empirically validated model. R. Vandenberghe ve A. M. Huberman (Ed.), Understanding and preventing teacher burnout (ss. 15-37) içinde. Oxford: Cambridge University Press.
• Caprara, G. V., Barbaranelli, C., Steca, P. ve 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. doi:10.1016/j.jsp.2006.09.001
• Cardwell, M. E. (2011). Patterns of relationships between teacher engagement and student engagement (Yayımlanmamış doktora tezi). St John Fisher College, New York, ABD.
• Castro-Villarreal, F., Rodriguez, B. J. ve Moore, S. (2014). Teachers' perceptions and attitudes about Response to Intervention (RTI) in their schools: A qualitative analysis. Teaching and Teacher Education, 40, 104-112. doi:10.1016/j.tate.2014.02.004
• Chan, D. W. (2010). Gratitude, gratitude intervention and subjective well‐being among Chinese school teachers in Hong Kong. Educational Psychology, 30(2), 139-153. doi:10.1080/01443410903493934
• Chan, D. W. (2013). Counting blessings versus misfortunes: Positive interventions and subjective well-being of Chinese school teachers in Hong Kong. Educational Psychology, 33(4), 504-519. doi:10.1080/01443410.2013.785046
• Chevalier, A., Dolton, P. ve McIntosh, S. (2007). Recruiting and Retaining Teachers in the UK: An Analysis of Graduate Occupation Choice from the 1960s to the 1990s. Economica, 74(293), 69-96. doi:10.1111/j.1468-0335.2006.00528.x
• Chodkiewicz, A. R. ve Boyle, C. (2014). Exploring the contribution of attribution retraining to student perceptions and the learning process. Educational Psychology in Practice, 30(1), 78-87. doi:10.1080/02667363.2014.880048
• Chodkiewicz, A. R. ve Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Review of Education, 5(1), 60-86. doi:10.1002/rev3.3080
• Clarà, M. (2017). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63, 82-91. doi:10.1016/j.tate.2016.12.010
• Collie, R. J. (2021). Teacher wellbeing. K. Allen, A. Reupert ve L. Oades (Ed.), Building better schools with evidence-based policy (ss. 169-175) içinde. New York, NY: Taylor and Francis Books.
• Collins, S., Woolfson, L. M. ve Durkin, K. (2014). Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools. School Psychology International, 35(1), 85-100. doi:10.1177/0143034312469157
• Csikszentmihalyi, M. (1988). The future of flow. M. Csikszentmihalyi ve I. S. Csikszentmihalyi (Ed.), Optimal experience: Psychological studies of flow in consciousness (ss. 364-383) içinde. New York: Cambridge University Press.
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper and Row.
• Day, C., Sammons, P., Stobart, G., Kington, A. ve Qing, G. (2007). Teachers matter: Connecting lives, work and effectiveness. New York, NY: Mc Graw Hill.
• Day, C. ve Qing, G. (2009). Teacher emotions: Well being and effectiveness. P. A. Schutz ve M. Zembylas (Ed.), Advances in teacher emotion research (ss. 15-31) içinde. Boston, MA: Springer.
• Day, C. ve Qing, G. (2010). The new lives of teachers. London: Routledge.
• Day, C. ve Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, 59, 115-125. doi:10.1016/j.tate.2016.05.015
• De Jesus, S. N. ve Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134. doi:10.1111/j.1464-0597.2005.00199.x
• DeVries, R. ve Zan, B. (1995). Creating a constructivist classroom atmosphere. Young Children, 51(1), 4-13.
• Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. doi:10.1037/0033-2909.95.3.542
• Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43. doi:10.1037/0003-066X.55.1.34
• Dolton, P. ve Klaauw, W. V. D. (1999). The turnover of teachers: A competing risks explanation. Review of Economics and Statistics, 81(3), 543-550. doi:10.1162/003465399558292
• Dolton, P. ve Marcenaro-Gutierrez, O. D. (2011). If you pay peanuts do you get monkeys? A cross-country analysis of teacher pay and pupil performance. Economic Policy, 26(65), 5-55. doi:10.1111/j.1468-0327.2010.00257.x
• Donohue, K. M., Perry, K. E. ve Weinstein, R. S. (2003). Teachers' classroom practices and children's rejection by their peers. Journal of Applied Developmental Psychology, 24(1), 91-118. doi:10.1016/S0193-3973(03)00026-1
• Dörnyei, Z. ve Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
• Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
• Dornyei, Z. ve Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
• Dreer, B. (2020). Positive psychological interventions for teachers: A randomised placebo-controlled field experiment investigating the effects of workplace-related positive activities. International Journal of Applied Positive Psychology, 5(1), 77-97. doi:10.1007/s41042-020-00027-7
• Dresel, M. ve Hall, N. C. (2013). Motivation. N. C. Hall ve T. Goetz (Ed.), Emotion, motivation, and self-regulation: A handbook for teachers (ss. 57-122) içinde. Bradford, GBR: Emerald Group Publishing.
• Duckworth, A. L., Quinn, P. D. ve Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547. doi:10.1080/17439760903157232
• Durksen, T. L., Klassen, R. M. ve Daniels, L. M. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53-66. doi:10.1016/j.tate.2017.05.011
• Durlak, J. A. ve DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3), 327-350. doi:10.1007/s10464-008-9165-0
• Dweck, C. (2014). Teachers’ Mindsets: “Every student has something to teach me.” Educational Horizons, 93(2), 10-15. doi:10.1177/0013175x14561420
• Education Support Partnership (2019). Health survey 2017: The mental health and wellbeing of education professionals in the UK. London: Education Support Partnership / YouGov.
• Eryılmaz, A. (2009). Ergen öznel iyi oluş ölçeğinin geliştirilmesi. Türk Eğitim Bilimleri Dergisi, 7(4), 975-989.
• Eryılmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6), 2049-2062. doi:10.12738/estp.2014.6.2187
• Eryılmaz, A. (2015). Positive psychology in the class: The effectiveness of a teaching method based on subjective well-being and engagement increasing activities. International Journal of Instruction, 8(2), 17-32. doi:10.12973/iji.2015.822a
• Eryılmaz, A. (2017). Initial development and validation of the positive teacher scale. Journal of Positive School Psychology, 1(1), 10-21.
• Eryılmaz, A. ve Bek, H. (2018). “Pozitif öğretmen ölçeği” öğretmen formunun geliştirilmesi. Kastamonu Eğitim Dergisi, 26(4), 1297-1306. doi:10.24106/kefdergi.369825
• Evans, R., Murphy, S. ve Scourfield, J. (2015). Implementation of a school-based social and emotional learning intervention: Understanding diffusion processes within complex systems. Prevention Science, 16(5), 754-764. doi:10.1007/s11121-015-0552-0
• Fabiano, G. A., Chafouleas, S. M., Weist, M. D., Sumi, W. C. ve Humphrey, N. (2014). Methodology considerations in school mental health research. School Mental Health, 6(2), 68-83. doi:10.1007/s12310-013-9117-1
• Falecki, D. ve Mann, E. (2020). Practical applications for building teacher wellbeing in education. C. F. Mansfield (Ed.), Cultivating teacher resilience: International approaches, applications and impact (ss. 175-191) içinde. Singapore, Gateway East: Springer Nature.
• Fernandes, L., Gouveia, M. J., Silva, J. C. ve Peixoto, F. (2020). ‘Positive education’: A professional learning programme to foster teachers’ resilience and well-being. C. F. Mansfield (Ed.), Cultivating teacher resilience: International approaches, applications and impact (ss. 103-124) içinde. Singapore, Gateway East: Springer Nature.
• Flores, M. A. (2018). Teacher resilience in adverse contexts: Issues of professionalism and professional identity. M. Wosnitza, F. Peixoto, S. Beltman ve C. Mansfield (Ed.), Resilience in education (ss. 167-184) içinde. Cham: Springer.
• Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M. ve Saka, N. (2009). Evidence-based interventions in schools: Developers’ views of implementation barriers and facilitators. School Mental Health, 1(1), 26-36. doi:10.1007/s12310-008-9002-5
• Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319. doi:10.1037/1089-2680.2.3.300
• Fredrickson, B. L. (2006). Unpacking positive emotions: Investigating the seeds of human flourishing. The Journal of Positive Psychology, 1(2), 57-59. doi:10.1080/17439760500510981
• Fredrickson, B. L. (2009). Groundbreaking research to release your inner optimist and thrive. Oxford, UK: Oneworld.
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R. ve Sutton, R. E. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716. doi:10.1037/a0014695
• Frenzel, A. C. ve Stephens, E. J. (2013). Emotions. N. C. Hall ve T. Goetz (Ed.), Emotion, motivation, and self-regulation: A handbook for teachers (ss. 2-56) içinde. Bingley, UK: Emerald Group Publishing.
• Friedman, I. A. (1999). Turning our schools into a healthier workplace: Bridging between professional self-efficacy and professional demands. R. Vandenberghe ve A. M. Huberman (Ed.), Understanding and preventing teacher burnout (ss. 166-176) içinde. New York: Cambridge University Press.
• Frisby, B. N. ve Martin, M. M. (2010). Instructor-student and student-student rapport in the classroom. Communication Education, 59(2), 146-164. doi:10.1080/03634520903564362
• Fullan, M. ve Hargreaves, A. (1996). What’s worth fighting for in your school? New York: Teachers College Press.
• García-Álvarez, D., Soler, M. J. ve Achard-Braga, L. (2021). Psychological well-being in teachers during and post-Covid-19: Positive psychology interventions. Frontiers in Psychology, 12, 769363. doi:10.3389/fpsyg.2021.769363
• Gibbs, S. ve Miller, A. (2014). Teachers’ resilience and well-being: A role for educational psychology. Teachers and Teaching, 20(5), 609-621. doi:10.1080/13540602.2013.844408
• Gray, C., Wilcox, G. ve Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology, 58(3), 203-210. doi:10.1037/cap0000117
• Greenfield, B. (2015). How can teacher resilience be protected and promoted? Educational & Child Psychology, 32(4), 52-68.
• Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. doi:10.1016/S0742-051X(00)00028-7
• Hanfstingl, B., Andreitz, I., Müller, F. H. ve Thomas, A. (2010). Are self-regulation and self-control mediators between psychological basic needs and intrinsic teacher motivation? Journal for Educational Research Online, 2(2), 55-71. doi:10.25656/01:4575
• Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference. Melbourne, Australia.
• Hattie, J. (2009). Visible learning: A synthesis of meta-analysis relating to achievement. Falmer: Routledge.
• Hattie, J. ve Yates, G. (2013). Visible learning and the science of how we learn. London: Routledge.
• Haydon, T., Stevens, D. ve Leko, M. L. (2018). Teacher stress: Sources, effects, and protective factors. Journal of Special Education Leadership, 31(2), 99-107.
• Hayes, D. (2004). Recruitment and retention: Insights into the motivation of primary trainee teachers in England. Research in Education, 71(1), 37-49. doi:10.7227/RIE.71.5
• Hazelton, S. (2013). Great days at work: How positive psychology can transform your working life. London: Kogan Page Publishers.
• Henderson, G. J. (1996). Reflective teaching: The study of constructivist practices. New York: Cornell University Press.
• Holmes, E. (2005). Teacher well-being: Looking after yourself and your career in the classroom. London: Taylor and Francis.
• Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. doi:10.1016/j.tate.2010.06.003
• Howard, S. ve Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420. doi:10.1007/s11218-004-0975-0
• Huertas, J. ve Dávila, J. (2020). Claves contextuales y psicológicas del bienestar docente. Cuadernos de Pedagogía, 507, 73-76.
• Hughes, J. N., Cavell, T. A. ve Willson, V. (2001). Further evidence of the developmental significance of the student–teacher relationship. Journal of School Psychology, 39, 289-302.
• Hwang, Y. S., Bartlett, B., Greben, M. ve Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26-42. doi:10.1016/j.tate.2017.01.015
• Ilgaz, D. (2018). Pozitif psikoloji uygulamaları eğitiminin öğretmenlerin psikolojik sermaye ve öznel iyi oluş düzeylerine etkisi (Yayımlanmamış yüksek lisans tezi). Üsküdar Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Ingersoll, R. M. ve Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
• Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P. ve Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178-187. doi:10.1108/02683940510579803
• Jordan, A., Glenn, C. ve McGhie-Richmond, D. (2010). The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26(2), 259-266. doi:10.1016/j.tate.2009.03.005
• Karahan, Ş. ve Uyanık-Balat, G. (2011). Özel eğitim okullarında çalışan eğitimcilerin öz-yeterlik algılarının ve tükenmişlik düzeylerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 1-14.
• Kılınç, M. ve Uzun, K. (2020). The predictor role of the search for meaning in life in the determination of high school students’ lifelong learning tendencies. International Journal of Psychology and Educational Studies, 7(3), 89-100. doi:10.17220/ijpes.2020.03.009
• Kılınç, M. ve Uzun, K. (2021). Öğretmenler ve okul psikolojik danışmanları için pozitif psikoloji. G. Arslan ve M. Yıldırım (Ed.), Okulda pozitif psikoloji: Kuramdan uygulamaya (ss. 333-368) içinde. Ankara: Pegem Akademi Yayıncılık.
• Klassen, R. M. ve Anderson, C. J. (2009). How times change: secondary teachers' job satisfaction and dissatisfaction in 1962 and 2007. British Educational Research Journal, 35(5), 745-759. doi:10.1080/01411920802688721
• Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103(5), 342-350. doi:10.1080/00220670903383069
• Klem, A. M. ve Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273. doi:10.1111/j.1746-1561.2004.tb08283.x
• Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O. ve Baumert, J. (2008). Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715. doi:10.1037/0022-0663.100.3.702
• Klusmann, U., Richter, D. ve Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193-1203. doi:10.1037/edu0000125
• Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. California: Corwin Press.
• Kubanyiova, M. (2009). Possible selves in language teacher development. Z. Dörnyei ve E. Ushioda (Ed.), Motivation, language identity and the L2 self (ss. 314-332) içinde. Bristol: Multilingual Matters.
• Kunter, M. ve Holzberger, D. (2014). Loving teaching: Research on teachers’ intrinsic orientations. P. W. Richardson, S. Karabenick ve H. M. G. Watt (Ed.), Teacher motivation: Theory and practice (ss. 83-99) içinde. New York, NY: Routledge Taylor.
• Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. doi:10.1080/00131910120033628
• Lavy, S. ve Littman-Ovadia, H. (2017). My better self: Using strengths at work and work productivity, organizational citizenship behavior, and satisfaction. Journal of Career Development, 44(2), 95-109. doi:10.1177/0894845316634056
• Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4), 1-16. doi:10.14221/ajte.2013v38n4.4
• Lent, R. W., Brown, S. D. ve Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122. doi:10.1006/jvbe.1994.1027
• Leroux, M. ve Théorêt, M. (2014). Intriguing empirical relations between teachers’ resilience and reflection on practice. Reflective Practice, 15(3), 289-303. doi:10.1080/14623943.2014.900009
• Lomas, T. (2015). Positive social psychology: A multilevel inquiry into sociocultural well-being initiatives. Psychology, Public Policy, and Law, 21(3), 338-347. doi:10.1037/law0000051
• Lovewell, K. (2012). Every teacher matters. St Albans, Herts: Ecademy Press.
• Luiselli, J. K., Putnam, R. F., Handler, M. W. ve Feinberg, A. B. (2005). Whole‐school positive behaviour support: effects on student discipline problems and academic performance. Educational Psychology, 25(2-3), 183-198. doi:10.1080/0144341042000301265
• Lyubomirsky, S. ve Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137-155. doi:10.1023/A:1006824100041
• Lyubomirsky, S., King, L. ve Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803-855. doi:10.1037/0033-2909.131.6.803
• Mansfield, C. F., Beltman, S., Broadley, T. ve Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87. doi:10.1016/j.tate.2015.11.016
• Martin, A. J., Marsh, H. W., McInerney, D. M., Green, J. ve Dowson, M. (2007). Getting along with teachers and parents: The yields of good relationships for students' achievement motivation and self-esteem. Journal of Psychologists and Counsellors in Schools, 17(2), 109-125. doi:10.1375/ajgc.17.2.109
• Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
• Maslach, C. ve Leiter, M. P. (1999). Teacher burnout: A research agenda. R. Vandenburghe ve A. M. Huberman (Ed.), Understanding and preventing teacher stress: A sourcebook of international research and practice (ss. 295-314) içinde. Cambridge: Cambridge University Press.
• Masten, A. S. ve Obradović, J. (2008). Disaster preparation and recovery: Lessons from research on resilience in human development. Ecology and Society, 13(1), 9-24.
• McCarthy, C. J., Lambert, R. G. ve Reiser, J. (2014). Vocational concerns of elementary teachers: Stress, job satisfaction, and occupational commitment. Journal of Employment Counseling, 51(2), 59-74. doi:10.1002/j.2161-1920.2014.00042.x
• McCallum, F. ve Price, D. (2010). Well teachers, well students. The Journal of Student Wellbeing, 4(1), 19-34. doi:10.21913/JSW.v4i1.599
• McCallum, F., Price, D., Graham, A. ve Morrison, A. E. (2017). Teacher wellbeing: A review of the literature. Australia: The Association of Independent Schools of New South Wales Limited.
• McCullough, M. M. (2015). Improving elementary teachers’ well-being through a strengths-based intervention: A multiple baseline single-case design (Yayımlanmamış doktora tezi). University of South Florida, USA.
• Mercer, S., Oberdorfer, P. ve Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers' professional well-being. D. Gabryś-Barker ve D. Gałajda (Ed.), Positive psychology perspectives on foreign language learning and teaching (ss. 213-229) içinde. New York: Springer International Publishing AG.
• Miller, A. (2003). Teachers, parents and classroom behaviour. A psychosocial approach. Maidenhead: Open University Press.
• Miller, J. (2009). Teacher identity. A. Burns ve J. C. Richards (Ed.), The Cambridge guide to second language teacher education (ss. 172-181) içinde. Cambridge: Cambridge University Press.
• Miller, L. D., Short, C., Garland, E. J. ve Clark, S. (2010). The ABCs of CBT (cognitive behavior therapy): Evidence‐Based approaches to child anxiety in public school settings. Journal of Counseling & Development, 88(4), 432-439. doi:10.1002/j.1556-6678.2010.tb00043.x
• Milner, H. R. (2002). A case study of an experienced English teacher's self-efficacy and persistence through “crisis” situations: Theoretical and practical considerations. The High School Journal, 86(1), 28-35.
• Moè, A., Pazzaglia, F. ve Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145-1153. doi:10.1016/j.tate.2010.02.010
• Muijs, D. ve Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters? Journal of Classroom Interaction, 37(2), 3-15.
• Myers, D. G. ve Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10-19. doi:10.1111/j.1467-9280.1995.tb00298.x
• Necşoi, D. V. (2018). Overview on teacher stress management interventions. Journal Plus Education, 11, 256-264.
• Noble, T. ve McGrath, H. (2015). The PROSPER school pathways for student wellbeing: Policy and practices. London: Springer.
• Norrish, J. (2015). Positive education: The Geelong Grammar School journey. Oxford: Oxford University Press. doi:10.1093/acprof:oso/9780198702580.001.0001
• Parker, J. D., Hogan, M. J., Eastabrook, J. M., Oke, A. ve Wood, L. M. (2006). Emotional intelligence and student retention: Predicting the successful transition from high school to university. Personality and Individual Differences, 41(7), 1329-1336. doi:10.1016/j.paid.2006.04.022
• Parker, P. D. ve Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement. Teaching and Teacher Education, 25(1), 68-75. doi:10.1016/j.tate.2008.06.009
• Parks, A. C. ve Schueller, S. M. (Ed.). (2014). The handbook of positive psychological interventions. New York, NY: Wiley-Blackwell.
• Pas, E. T. ve Bradshaw, C. P. (2012). Examining the association between implementation and outcomes. The Journal of Behavioral Health Services & Research, 39(4), 417-433. doi:10.1007/s11414-012-9290-2
• Pawelski, J. O. (2016). Defining the ‘positive’in positive psychology: Part I. A descriptive analysis. The Journal of Positive Psychology, 11(4), 339-356. doi:10.1080/17439760.2015.1137627
• Peterson, C. ve Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford, UK: Oxford University Press.
• Powers, J. D., Bowen, N. K. ve Bowen, G. L. (2010). Evidence-based programs in school settings: Barriers and recent advances. Journal of Evidence-Based Social Work, 7(4), 313-331. doi:10.1080/15433710903256807
• Pretsch, J., Flunger, B. ve Schmitt, M. (2012). Resilience predicts well-being in teachers, but not in non-teaching employees. Social Psychology of Education, 15(3), 321-336. doi:10.1007/s11218-012-9180-8
• Rahm, T. ve Heise, E. (2019). Teaching happiness to teachers - development and evaluation of a training in subjective well-being. Frontiers in Psychology, 10, 2703. doi:10.3389/fpsyg.2019.02703
• Raider-Roth, M., Stieha, V. ve Hensley, B. (2012). Rupture and repair: Episodes of resistance and resilience in teachers’ learning. Teaching and Teacher Education, 28(4), 493-502. doi:10.1016/j.tate.2011.11.002
• Raskauskas, J. L., Gregory, J., Harvey, S. T., Rifshana, F. ve Evans, I. M. (2010). Bullying among primary school children in New Zealand: Relationships with prosocial behaviour and classroom climate. Educational Research, 52(1), 1-13. doi:10.1080/00131881003588097
• Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., Tabor, J., Beuhring, T., Sieving, R. E., Shew, M., Ireland, M., Bearinger, L. H. ve Udry, J. R. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278, 823-832.
• Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychotherapy and Psychosomatics, 83(1), 10-28. doi:10.1159/000353263
• Rimm-Kaufman, S. ve Sandilos, L. (2011). Improving students’ relationships with teachers to provide essential supports for learning. Erişim adresi (05.03.2022 tarihinde erişilmiştir): http://www.apa.org/education/k12/relationships.aspx
• Rodríguez-Pose, A. ve Von Berlepsch, V. (2014). Social capital and individual happiness in Europe. Journal of Happiness Studies, 15(2), 357-386. doi:10.1007/s10902-013-9426-y
• Rogers, B. (2012). The essential guide to managing teacher stress. London: Pearson Education Limited.
• Ryan, R. M. ve Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: The Guilford Press.
• Saloviita, T. ve Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97, 103221. doi:10.1016/j.tate.2020.103221
• Sanetti, L. M. H., Dobey, L. M. ve Gallucci, J. (2014). Treatment integrity of interventions with children in School Psychology International from 1995-2010. School Psychology International, 35(4), 370-383. doi:10.1177/0143034313476399
• Schmitz, G. S. ve Schwarzer, R. (2000). Perceived self-efficacy of teachers: Longitudinal findings with a new instrument. German Journal of Educational Psychology, 14(1), 12-25. doi:10.1024/1010-0652.14.1.12
• Schueller, S. M. (2011). To each his own well-being boosting intervention: Using preference to guide selection. The Journal of Positive Psychology, 6(4), 300-313. doi:10.1080/17439760.2011.577092
• Seligman, M. E. P. ve Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. doi:10.1037/0003-066X.55.1.5
• Seligman, M. E. P., Steen, T. A., Park, N. ve Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410-421. doi:10.1037/0003-066X.60.5.410
• Seligman, M. E. P., Rashid, T. ve Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61(8), 774-788. doi:10.1037/0003-066X.61.8.774
• Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Free Press.
• Shankland, R. ve Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29(2), 363-392. doi:10.1007/s10648-016-9357-3
• Sheridan, S. M., Eagle, J. W., Cowan, R. J. ve Mickelson, W. (2001). The effects of conjoint behavioral consultation results of a 4-year investigation. Journal of School Psychology, 39(5), 361-385. doi:10.1016/S0022-4405(01)00079-6
• Skaalvik, E. M. ve Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology of Education, 20(4), 775-790. doi:10.1007/s11218-017-9391-0
• Skaalvik, E. M. ve Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. doi:10.1007/s11218-018-9464-8
• Slade, M. ve Trent, F. (2000). What the boys are saying: An examination of the views of boys about declining rates of achievement and retention. International Education Journal, 1(3), 201-229.
• Snoek, M., Knezic, D., Van Den Berg, E., Emmelot, Y., Heyma, A. ve Sligte, H. (2018). Impact of in-service master of education programmes on teachers and their working environment. European Journal of Teacher Education, 41(5), 620-637. doi:10.1080/02619768.2018.1529755
• Stallard, P., Skryabina, E., Taylor, G., Phillips, R., Daniels, H., Anderson, R. ve Simpson, N. (2014). Classroom-based cognitive behaviour therapy (FRIENDS): A cluster randomised controlled trial to Prevent Anxiety in Children through Education in Schools (PACES). The Lancet Psychiatry, 1(3), 185-192. doi:10.1016/S2215-0366(14)70244-5
• Steger, M. F., Frazier, P., Oishi, S. ve Kaler, M. (2006). The meaning in life questionnaire: assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53(1), 80-93. doi:10.1037/0022-0167.53.1.80
• Steskal, S. (2015). Exploring career choice motivation of trainee teachers of English: A narrative study with a special focus on teacher identity and beliefs (Yayımlanmamış yüksek lisans tezi). Karl-Franzens-Universität, Graz, Austria.
• Stipek, D. (2006). Relationships matter. Educational Leadership, 64(1), 46-49.
• Street, H. (2018). Contextual wellbeing. Subiaco, Australia: Wise Solutions Books.
• Sutton, R. E. ve Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. doi:10.1023/A:1026131715856
• Svence, G., Majors, M., Majors, M. ve Majors, M. (2015). Correlation of well-being with resilience and age. Problems of Psychology in the 21st Century, 9(1), 45-56.
• TEDMEM [Türk Eğitim Derneği] (2014). Öğretmen gözüyle öğretmenlik mesleği. Ankara: Rapor Dizisi 3.
• Telef, B. B. (2011). Öğretmenlerin öz-yeterlikleri, iş doyumları, yaşam doyumları ve tükenmişliklerinin incelenmesi. İlköğretim Online, 10(1), 91-108.
• TDA (2011). Annual report and accounts. London: The Stationery Office.
• Tschannen-Moran, M., Woolfolk-Hoy, A. ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. doi:10.3102/00346543068002202
• Tschannen-Moran, M. ve Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. doi:10.1016/j.tate.2006.05.003
• Tschannen-Moran, M. ve McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245.
• Urhahne, D., Chao, S. H., Florineth, M. L., Luttenberger, S. ve Paechter, M. (2011). Academic self‐concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 81(1), 161-177. doi:10.1348/000709910X504500
• Uzun, K. ve Karataş, Z. (2020). Predictors of academic self efficacy: Intolerance of uncertainty, positive beliefs about worry and academic locus of control. International Education Studies, 13(6), 104-116. doi:10.5539/ies.v13n6p104 Van Nieuwerburgh, C. (Ed.) (2012). Coaching in education: Getting better results for students, educators, and parents. London: Karnac Books.
• Veenhoven, R. (2008). Healthy happiness: Effects of happiness on physical health and the consequences for preventive health care. Journal of Happiness Studies, 9(3), 449-469. doi:10.1007/s10902-006-9042-1
• Villarreal, V., Ponce, C. ve Gutierrez, H. (2015). Treatment acceptability of interventions published in six school psychology journals. School Psychology International, 36(3), 322-332. doi:10.1177/0143034315574153
• Wald, J., Taylor, S., Asmundson, G. J. G., Jang, K. L. ve Stapleton, J. (2006). Literature review of concepts: Psychological resiliency. Toronto, Canada: Defence Research and Development – Toronto.
• Waters, L. (2011). A review of school-based positive psychology interventions. The Educational and Developmental Psychologist, 28(2), 75-90. doi:10.1375/aedp.28.2.75
• Waters, L. ve White, M. (2015). Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change. International Journal of Wellbeing, 5(1), 19-32. doi:10.5502/ijw.v5i1.2
• Weissberg, R. P., Kumpfer, K. L. ve Seligman, M. E. P. (2003). Prevention that works for children and youth: An introduction. American Psychologist, 58(6-7), 425-432. doi:10.1037/0003-066X.58.6-7.425
• White, M. A. (2021). A decade of positive education and implications for initial teacher education: A narrative review. Australian Journal of Teacher Education, 46(3), 74-90. doi:10.14221/ajte.2021v46n3.5
• Wilson, V. (2002). Feeling the strain: An overview of the literature on teacher stress. Edinburgh, UK: Scottish Council for Research in Education.
• Wrzesniewski, A., LoBuglio, N., Dutton, J. E. ve Berg, J. M. (2013). Job crafting and cultivating positive meaning and identity in work. A. Bakker (Ed.), Advances in positive organizational psychology (ss. 281-302) içinde. Bingley: Emerald Group Publishing Limited.
• Zee, M. ve Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. doi:10.3102/0034654315626801