Research Article
BibTex RIS Cite

Öğretmenlerin Değişime Yönelik Tutumları ve Tükenmişlikleri Arasındaki İlişkide Öz Yeterliğin Aracı Rolü

Year 2023, Issue: 57, 177 - 203, 01.01.2023
https://doi.org/10.9779/pauefd.1081464

Abstract

Öz
Bu araştırmada öğretmenlerin değişime yönelik tutumları ile tükenmişlikleri arasındaki ilişkide öz yeterliklerinin aracılık role sahip olup olmadığı incelenmiştir. Ayrıca öğretmenlerin tükenmişlik düzeyini yordayan değişkenlerin belirlenmesi hedeflenmiştir. Araştırmaya Türkiye’de koronavirüs salgını devam ederken uzaktan eğitim sürecinde görev yapmaya devam eden 274 öğretmen katılmıştır. Veri toplamak amacıyla Öğretmen Özyeterlik Ölçeği, Maslach Tükenmişlik Envanteri ve Öğretmenlerin Değişime Yönelik Tutum Ölçeği kullanılmıştır. Verilerin analizinde bağımsız örneklem t testi, tek yönlü varyans analizi (ANOVA), Pearson Momentler Çarpımı Korelasyon analizi ve aracılığa yönelik olarak SPSS 22.0 programında PROCESS makrosu kullanılmıştır. Analiz sonucunda öğretmenlerin öz yeterliklerinin değişime yönelik tutumları ile tükenmişliğin duygusal tükenmişlik ve kişisel başarı alt boyutları arasındaki ilişkide tam aracılık rolüne sahip olduğu sonucu elde edilmiştir. Regresyon analizi cinsiyet ve kıdem değişkenlerinin tükenmişliğin kişisel başarı alt boyutunun anlamlı yordayıcıları olduğunu göstermiştir. Ayrıca tükenmişliğin alt boyutları olan duygusal tükenmişlik ve duyarsızlaşma ile öz yeterlik arasında negatif yönlü; kişisel başarı ile öz yeterlik arasında ise pozitif yönlü bir ilişki bulunduğu sonucuna ulaşılmıştır. Son olarak öğretmenlerin öz yeterlikleri ile değişime yönelik tutumları arasında pozitif ilişki bulunduğu görülmüştür. Araştırma bulguları öğretmenlerin öz yeterliğinin tükenmişliğe karşı olumlu bir özellik olduğunu vurgulamakta ve öz yeterliklerinin geliştirilmesine yönelik uygulamaların faydalı olacağına işaret etmektedir.

References

  • Ajzen, I. (2005). Attitudes, personality and behaviour. New York: McGraw-Hill Education.
  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting behavior. Prentice Hall: Englewood Cliffs, NJ.
  • Akyürek, M. İ. (2020). Öğretmenlerde tükenmişlik. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 37, 35-47. DOI: http://dx.doi.org/10.14582/DUZGEF.2020.138
  • Amri, A., Abidli, Z., Elhamzaoui, M., Bouzaboul, M., Rabea, Z. & Ahami, A.O.T. Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra. The Pan African Medical Journal, 35(2), 92-97. DOI: 10.11604/pamj.supp.2020.35.2.24345
  • Arias, W. L., Huamani, J., & Ceballos, K. D. (2019). Burnout syndrome in Schoolteachers and University Professors: A psychometricand comparative anaylys from Arequipa City. Propósitos y Representaciones, 7(3), 72-110. DOI: http://dx.doi.org/10.20511/pyr2019.v7n3.390
  • Armenakis, A., & Bedeian, A. (1999). Organisational change: a review of theory and research in the 1990’s. Journal of Management, 25(3), 293-315. https://doi.org/10.1177/014920639902500303
  • Armenakis, A.A., Harris, S.G., & Mossholder, K.W. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-702. https://doi.org/10.1177/001872679304600601
  • Aydın, M. Atabay, M., ve Aydın, M. (2021). COVID-19 pandemi sürecindeki uzaktan öğreticilerin yeterlik durumlarının belirlenmesi. Açıköğretim Uygulamaları ve Araştırmaları Merkezi, 7(3), 94-126. https://doi.org/10.51948/auad.910592
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought & action: A social cognitive theory. Prentice Hall: Englewood Cliffs, NJ, USA.
  • Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, Connecticut: Information Age Publishing.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
  • Bozkurt, D., ve Levent, A. F. (2021). Öğretmenlerin psikolojik dayanıklılık ile tükenmişlik düzeyleri arasındaki ilişki. Uluslararası Toplum Araştırmaları Dergisi, 18(44), 7970-8000. https://doi.org/10.26466/opus.937692
  • Brasfield, M. W., Lancaster, C., & Xu, Y. J. (2019). Wellness as a mitigating factor for teacher burnout. Journal of Education, 199(3), 166–178. https://doi.org/10.1177/0022057419864525
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayıncılık.
  • Cheptea, D., Deleu, R., Mesina, V., Friptuleac, G. & Cebanu, S. (2021). Assessment of burnout among teachers during the COVID-19 pandemic. Archives of the Balkan Medical Union, 56 (2), 179-184. https://doi.org/10.31688/ABMU.2021.56.2.06
  • Cohen-Fraade, S., & Donahue, M. (2021). The impact of COVID-19 on teachers' mental health. Journal for Multicultural Education, in press. https://doi.org/10.1108/JME-08-2021-0131
  • Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self- efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569-583. DOI: 10.1037/a0035504
  • Dunham, R. B., Grube, J. A., Gardner, D. G., Cummings, L. L., & Pierce, J. L. (1989). The development of an attitude toward change instrument. In Academy of Management annual meeting, Washington, DC.
  • Dursun, S. (2000). Öğretmenlerde tükenmişlik ile yükleme biçimi, cinsiyet, eğitim düzeyi ve hizmet süresi değişkenleri arasındaki yordayıcı ilişkilerin incelenmesi. Yayınlanmamış yüksek lisans tezi. Karadeniz Teknik Üniversitesi, Trabzon.
  • Garden, A.M. (1987). Depersonalisation, a valid dimension of burnout. Human Relations, 40, 545-560. https://doi.org/10.1177/001872678704000901
  • Glackin, M., & Hohenstein, J. (2018). Teachers’self-efficacy: Progressing qualitative analysis. International Journal of Research and Method in Education, 41, 271 –290. https://doi.org/10.1080/1743727X.2017. 1295940.
  • Güneş, A. M. (2021). Özel ve resmi okullarda görev yapan öğretmenlerin tükenmişlik düzeyleri ve sınıf yönetim becerileri arasındaki ilişki. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi, 58, 290-311. DOI: 10.21764/maeuefd.752974
  • Han, F., Demirbilek, N., ve Demirtaş, H. (2021). Okul yöneticisi ve öğretmenlerin koronavirüs (COVID-19) salgını sürecinde yürütülen uzaktan eğitime ilişkin görüşleri. Cumhuriyet Uluslararası Eğitim Dergisi, 10(3), 1168-1193. https://doi.org/10.30703/cije.819946
  • İnce, N. B., ve Şahin, A. E. (2015). Maslach tükenmişlik envanteri-eğitimci formu’nu türkçe’ye uyarlama çalışması. Journal of Measurement and Evaluation in Education and Psychology, 6(2). https://doi.org/10.21031/epod.97301
  • Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583-593. https://link.springer.com/article/10.1023/B:JADD.0000005996.19417.57
  • Karasar, N. (2011). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayınları
  • Kin, T. M., Kareem, O. A., Nordin, M. S., & Bing, K. W. (2018). Principal change leadership competencies and teacher attitudes toward change: The mediating effects of teacher change beliefs. International Journal of Leadership in Education, 21(4), 427–446. 10.1080/13603124.2016.1272719.
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628 Lau, P. S., Yuen, M. T., & Chan, R. M. (2005). Do demographic characteristics make a difference to burnout among Hong Kong secondary school teachers? Social Indicators Research, 71, 491-516. DOI: 10.1007/1-4020-3602-7_17
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. USA: Springer.
  • Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1, 141–169. https://doi.org/10.1002/per.2410010304
  • MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah, NJ: Erlbaum.
  • Markus, H.R. & Kitayama, S. (1991). Culture and self: Implication for cognition, emotion and motivation. Psychological Review, 98(2), 224-253.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113. https://doi.org/10.1002/job.4030020205
  • Maslach, C., Jackson, S. E., & Schwab, R. L. (1996). Maslach burnout inventory – Educators survey (MBI-ES). In C. Maslach, S. E. Jackson, & M. P. Leiter (Eds.), MBI study (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
  • Metin, M., Gürbey, S. & Çevik, A. (2021). COVID-19 pandemi sürecinde uzaktan eğitime yönelik öğretmen görüşleri. MM-Uluslararası Eğitim Bilimleri Dergisi, 5(1), 66-89. https://doi.org/10.46762/mamulebd.881284
  • Moreno, H. A. (2018). Perceptions of principals’ authentic leadership and teachers’ burnout. Unpublished doctoral thesis. Amerika, Lake University.
  • Moriana, J. A., & Herruzo, J. (2004). Estrés y burnout en profesores. International Journal of Clinical and Health Psychology, 4(3), 597-621. https://helvia.uco.es/handle/10396/20924
  • Öztürk, M., Bulut, M. B., & Yildiz, M. (2021). Predictors of Teacher Burnout in Middle Education: School Culture and Self-Efficacy. Studia Psychologica, 63(1), 5-23. https://doi.org/10.31577/sp.2021.01.811
  • Rashkovits, S., & Livne, Y. (2013). The effect of education level on psychological empowerment and burnout-the mediating role of workplace learning behaviors. International Journal of Psychological and Behavioral Sciences, 7, 1896–1901. doi.org/10.5281/zenodo.1073297
  • Rumschlag, K. A. (2017). Teacher burnout: A quantitative analysis of emotional exhaustion, personal accomplishment, and depersonalization. International Management Review, 13(1), 22-36. https://www.proquest.com/docview/1881414561?pq-origsite=gscholar&fromopenview=true
  • Sancar, Y., Kartal, S., ve Öztürk Gübeş, N. (2021). Öğretmenlerin tükenmişlik ve mükemmeliyetçilik düzeyleri arasındaki ilişkinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 1, 156-173. https://dergipark.org.tr/en/pub/usaksosbil/issue/63593/929271
  • Seferoğlu, S. S., Yıldız, H., & Yücel, Ü. A. (2014). Teachers’ burnout: indicators of burnout and investigation of the indicators in terms of different variables. Education and Science, 39, 174, 348-364. DOI: 10.15390/EB.2014.2515
  • Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety Stress Coping, 29, 367–386. https://doi.org/10.1080/10615806.2015.1058369
  • Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. https://doi.org/10.1037/0022-0663.99.3.611.
  • Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: Relations and consequences. In T. M. McIntyre, S. E. McIntyre, & D. J. Francis (Eds.). Educator stress: An occupational health perspective (pp. 101–125). Cham, Switzerland: Springer International Publishing.
  • Sokal, L. J., Trudel, L. G. E., & Babb, J. C. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 7(57), 1-8. https://doi.org/10.1016/j.ijedro.2020.100016
  • Subon, F. & Sigie, M. M. (2016). Burnout among primary and secondary school teachers in Samarahan District. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 21(8), 28-41. DOI: 10.9790/0837-2108112841
  • Şafak Yoldaş, S. (2019). The relationship between teachers’ learning organization perceptions and their attitudes towards change. Unpublished master thesis. ODTU, Ankara.
  • Todd, J. (2021). Building a better organization: The relationship between principals’ servant leadership behaviors and teacher burnout. Unpublished doctoral thesis. USA: Lake University.
  • Yılmaz, M., Köseoğlu, P., Gerçek, C., ve Soran, H. (2004). Yabancı dilde hazırlanan bir öğretmen öz yeterlik ölçeğinin Türkçeye uygulanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27(27). https://app.trdizin.gov.tr/publication/paper/detail/TkRNMk16WTI Yılmaz Toplu, N. (2012). Okul öncesi ve ilköğretim öğretmenlerinin tükenmişlik düzeyleri. Yayımlanmamış yüksek lisans tezi. Aydın, Adnan Menderes Üniversitesi.

Mediating Role of Self-Efficacy in the Relationship between Teachers’ Attitude toward Change and Burnout

Year 2023, Issue: 57, 177 - 203, 01.01.2023
https://doi.org/10.9779/pauefd.1081464

Abstract

In this study, the mediating role of self-efficacy in the relationship between teachers' attitudes toward change and their burnout is examined. Another purpose is to determine the variables that predict teachers' burnout. The participants are 274 teachers who worked in distant education during the COVID-19 pandemic. Teachers’ Self-Efficacy Scale, Maslach Burnout Inventory, and Teachers' Attitude towards Change Scale were used to collect data. Independent sample t-test, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation analysis was used for data analysis. Additionally, PROCESS macro in SPSS 22.0 program was utilized for mediation analysis. The analysis shows that teachers' self-efficacy has a fully mediating role in the relationship between their attitude towards change and emotional exhaustion and personal accomplishment dimensions of burnout. Regression analysis shows that gender and seniority variables are significant predictors of personal accomplishment. Besides, there is a negative correlation between emotional exhaustion and depersonalization, and a positive relationship between personal accomplishment and self-efficacy. Also, there is a positive correlation between teachers' self-efficacy and their attitude towards change. Research findings emphasize that teachers' self-efficacy is a critical strength against burnout and point out that practices aimed at improving self-efficacy will provide beneficial outcomes.

References

  • Ajzen, I. (2005). Attitudes, personality and behaviour. New York: McGraw-Hill Education.
  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting behavior. Prentice Hall: Englewood Cliffs, NJ.
  • Akyürek, M. İ. (2020). Öğretmenlerde tükenmişlik. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 37, 35-47. DOI: http://dx.doi.org/10.14582/DUZGEF.2020.138
  • Amri, A., Abidli, Z., Elhamzaoui, M., Bouzaboul, M., Rabea, Z. & Ahami, A.O.T. Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra. The Pan African Medical Journal, 35(2), 92-97. DOI: 10.11604/pamj.supp.2020.35.2.24345
  • Arias, W. L., Huamani, J., & Ceballos, K. D. (2019). Burnout syndrome in Schoolteachers and University Professors: A psychometricand comparative anaylys from Arequipa City. Propósitos y Representaciones, 7(3), 72-110. DOI: http://dx.doi.org/10.20511/pyr2019.v7n3.390
  • Armenakis, A., & Bedeian, A. (1999). Organisational change: a review of theory and research in the 1990’s. Journal of Management, 25(3), 293-315. https://doi.org/10.1177/014920639902500303
  • Armenakis, A.A., Harris, S.G., & Mossholder, K.W. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-702. https://doi.org/10.1177/001872679304600601
  • Aydın, M. Atabay, M., ve Aydın, M. (2021). COVID-19 pandemi sürecindeki uzaktan öğreticilerin yeterlik durumlarının belirlenmesi. Açıköğretim Uygulamaları ve Araştırmaları Merkezi, 7(3), 94-126. https://doi.org/10.51948/auad.910592
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought & action: A social cognitive theory. Prentice Hall: Englewood Cliffs, NJ, USA.
  • Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, Connecticut: Information Age Publishing.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
  • Bozkurt, D., ve Levent, A. F. (2021). Öğretmenlerin psikolojik dayanıklılık ile tükenmişlik düzeyleri arasındaki ilişki. Uluslararası Toplum Araştırmaları Dergisi, 18(44), 7970-8000. https://doi.org/10.26466/opus.937692
  • Brasfield, M. W., Lancaster, C., & Xu, Y. J. (2019). Wellness as a mitigating factor for teacher burnout. Journal of Education, 199(3), 166–178. https://doi.org/10.1177/0022057419864525
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayıncılık.
  • Cheptea, D., Deleu, R., Mesina, V., Friptuleac, G. & Cebanu, S. (2021). Assessment of burnout among teachers during the COVID-19 pandemic. Archives of the Balkan Medical Union, 56 (2), 179-184. https://doi.org/10.31688/ABMU.2021.56.2.06
  • Cohen-Fraade, S., & Donahue, M. (2021). The impact of COVID-19 on teachers' mental health. Journal for Multicultural Education, in press. https://doi.org/10.1108/JME-08-2021-0131
  • Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self- efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569-583. DOI: 10.1037/a0035504
  • Dunham, R. B., Grube, J. A., Gardner, D. G., Cummings, L. L., & Pierce, J. L. (1989). The development of an attitude toward change instrument. In Academy of Management annual meeting, Washington, DC.
  • Dursun, S. (2000). Öğretmenlerde tükenmişlik ile yükleme biçimi, cinsiyet, eğitim düzeyi ve hizmet süresi değişkenleri arasındaki yordayıcı ilişkilerin incelenmesi. Yayınlanmamış yüksek lisans tezi. Karadeniz Teknik Üniversitesi, Trabzon.
  • Garden, A.M. (1987). Depersonalisation, a valid dimension of burnout. Human Relations, 40, 545-560. https://doi.org/10.1177/001872678704000901
  • Glackin, M., & Hohenstein, J. (2018). Teachers’self-efficacy: Progressing qualitative analysis. International Journal of Research and Method in Education, 41, 271 –290. https://doi.org/10.1080/1743727X.2017. 1295940.
  • Güneş, A. M. (2021). Özel ve resmi okullarda görev yapan öğretmenlerin tükenmişlik düzeyleri ve sınıf yönetim becerileri arasındaki ilişki. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi, 58, 290-311. DOI: 10.21764/maeuefd.752974
  • Han, F., Demirbilek, N., ve Demirtaş, H. (2021). Okul yöneticisi ve öğretmenlerin koronavirüs (COVID-19) salgını sürecinde yürütülen uzaktan eğitime ilişkin görüşleri. Cumhuriyet Uluslararası Eğitim Dergisi, 10(3), 1168-1193. https://doi.org/10.30703/cije.819946
  • İnce, N. B., ve Şahin, A. E. (2015). Maslach tükenmişlik envanteri-eğitimci formu’nu türkçe’ye uyarlama çalışması. Journal of Measurement and Evaluation in Education and Psychology, 6(2). https://doi.org/10.21031/epod.97301
  • Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583-593. https://link.springer.com/article/10.1023/B:JADD.0000005996.19417.57
  • Karasar, N. (2011). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayınları
  • Kin, T. M., Kareem, O. A., Nordin, M. S., & Bing, K. W. (2018). Principal change leadership competencies and teacher attitudes toward change: The mediating effects of teacher change beliefs. International Journal of Leadership in Education, 21(4), 427–446. 10.1080/13603124.2016.1272719.
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628 Lau, P. S., Yuen, M. T., & Chan, R. M. (2005). Do demographic characteristics make a difference to burnout among Hong Kong secondary school teachers? Social Indicators Research, 71, 491-516. DOI: 10.1007/1-4020-3602-7_17
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. USA: Springer.
  • Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1, 141–169. https://doi.org/10.1002/per.2410010304
  • MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah, NJ: Erlbaum.
  • Markus, H.R. & Kitayama, S. (1991). Culture and self: Implication for cognition, emotion and motivation. Psychological Review, 98(2), 224-253.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113. https://doi.org/10.1002/job.4030020205
  • Maslach, C., Jackson, S. E., & Schwab, R. L. (1996). Maslach burnout inventory – Educators survey (MBI-ES). In C. Maslach, S. E. Jackson, & M. P. Leiter (Eds.), MBI study (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
  • Metin, M., Gürbey, S. & Çevik, A. (2021). COVID-19 pandemi sürecinde uzaktan eğitime yönelik öğretmen görüşleri. MM-Uluslararası Eğitim Bilimleri Dergisi, 5(1), 66-89. https://doi.org/10.46762/mamulebd.881284
  • Moreno, H. A. (2018). Perceptions of principals’ authentic leadership and teachers’ burnout. Unpublished doctoral thesis. Amerika, Lake University.
  • Moriana, J. A., & Herruzo, J. (2004). Estrés y burnout en profesores. International Journal of Clinical and Health Psychology, 4(3), 597-621. https://helvia.uco.es/handle/10396/20924
  • Öztürk, M., Bulut, M. B., & Yildiz, M. (2021). Predictors of Teacher Burnout in Middle Education: School Culture and Self-Efficacy. Studia Psychologica, 63(1), 5-23. https://doi.org/10.31577/sp.2021.01.811
  • Rashkovits, S., & Livne, Y. (2013). The effect of education level on psychological empowerment and burnout-the mediating role of workplace learning behaviors. International Journal of Psychological and Behavioral Sciences, 7, 1896–1901. doi.org/10.5281/zenodo.1073297
  • Rumschlag, K. A. (2017). Teacher burnout: A quantitative analysis of emotional exhaustion, personal accomplishment, and depersonalization. International Management Review, 13(1), 22-36. https://www.proquest.com/docview/1881414561?pq-origsite=gscholar&fromopenview=true
  • Sancar, Y., Kartal, S., ve Öztürk Gübeş, N. (2021). Öğretmenlerin tükenmişlik ve mükemmeliyetçilik düzeyleri arasındaki ilişkinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 1, 156-173. https://dergipark.org.tr/en/pub/usaksosbil/issue/63593/929271
  • Seferoğlu, S. S., Yıldız, H., & Yücel, Ü. A. (2014). Teachers’ burnout: indicators of burnout and investigation of the indicators in terms of different variables. Education and Science, 39, 174, 348-364. DOI: 10.15390/EB.2014.2515
  • Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety Stress Coping, 29, 367–386. https://doi.org/10.1080/10615806.2015.1058369
  • Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. https://doi.org/10.1037/0022-0663.99.3.611.
  • Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: Relations and consequences. In T. M. McIntyre, S. E. McIntyre, & D. J. Francis (Eds.). Educator stress: An occupational health perspective (pp. 101–125). Cham, Switzerland: Springer International Publishing.
  • Sokal, L. J., Trudel, L. G. E., & Babb, J. C. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 7(57), 1-8. https://doi.org/10.1016/j.ijedro.2020.100016
  • Subon, F. & Sigie, M. M. (2016). Burnout among primary and secondary school teachers in Samarahan District. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 21(8), 28-41. DOI: 10.9790/0837-2108112841
  • Şafak Yoldaş, S. (2019). The relationship between teachers’ learning organization perceptions and their attitudes towards change. Unpublished master thesis. ODTU, Ankara.
  • Todd, J. (2021). Building a better organization: The relationship between principals’ servant leadership behaviors and teacher burnout. Unpublished doctoral thesis. USA: Lake University.
  • Yılmaz, M., Köseoğlu, P., Gerçek, C., ve Soran, H. (2004). Yabancı dilde hazırlanan bir öğretmen öz yeterlik ölçeğinin Türkçeye uygulanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27(27). https://app.trdizin.gov.tr/publication/paper/detail/TkRNMk16WTI Yılmaz Toplu, N. (2012). Okul öncesi ve ilköğretim öğretmenlerinin tükenmişlik düzeyleri. Yayımlanmamış yüksek lisans tezi. Aydın, Adnan Menderes Üniversitesi.
There are 52 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gülşah Sevinç 0000-0003-3623-8830

Neslihan Tuğçe Özyeter 0000-0003-1558-1293

Publication Date January 1, 2023
Submission Date March 2, 2022
Acceptance Date June 26, 2022
Published in Issue Year 2023 Issue: 57

Cite

APA Sevinç, G., & Özyeter, N. T. (2023). Öğretmenlerin Değişime Yönelik Tutumları ve Tükenmişlikleri Arasındaki İlişkide Öz Yeterliğin Aracı Rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(57), 177-203. https://doi.org/10.9779/pauefd.1081464