Research Article
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Year 2022, Volume: 9 Issue: 2, 280 - 296, 01.03.2022
https://doi.org/10.17275/per.22.40.9.2

Abstract

References

  • Anderson, M. B. G., & Iwanicki, E. F. (1984). Teacher motivation and its relationship to burnout. Educational Administration Quarterly, 20(2), 109-132.
  • Alanoğlu, M. (2019). Analysis of the relationships between perceived school principal management styles and teachers' participation in decision making, organizational justice, job satisfaction and burnout perception. Unpublished doctora dissertation. Fırat University, Elazığ, Turkey.
  • Bacanlı, H. (2002). Gelişim ve öğrenme (Development and learning). Ankara: Nobel.
  • Baloch, K., & Akram, M. W. (2018). Effect of teacher role, teacher enthusiasm and entrepreneur motivation on startup, mediating role technology. Arabian Journal of Business and Management Review (Oman Chapter), 7(4), 1-14.
  • Bedir, H., & Yıldırım, Ö. G. R. (2000). Teachers’ enthusiasm in elt classes: Views of both students and teachers. Journal of Çukurova University Institute of Social Sciences, 6(6), 119-130.
  • Bettencount, E. M., Gillett, M. H., Gall, M. D. & Hull, R. E. (1983). Effect of teacher enthusiasm training on student on-task behavior and achievement. American Educational Research Journal, 20(3), 435-450.
  • Burić, I., & Moe, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008.
  • Büyüköztürk, Ş. (2016). Handbook for Social Sciences. Statistics, research design, SPSS applications and interpretation. Ankara: Pegem Akademi.
  • Cui, G., Yao, M., & Zhang, X. (2017). The dampening effects of perceived teacher enthusiasm on class-related boredom: The mediating role of perceived autonomy support and task value. Frontiers in Psychology, 8, 400, 1-11.
  • Çapri, B. (2006). Turkish adaptation of burnout scale: Validity and reliability study. Mersin University Journal of the Faculty of Education, 2(1): 62- 77.
  • Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2020). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model. Educational Management Administration & Leadership, 1741143220968170.
  • Çokluk, Ö. (2010). Logistic Regression: Concept and Application. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1357-1407.
  • Day, C. (2004). A passion for teaching. London: Routledge Falmer.
  • Demir, M. K. & Kara, N. (2014). The burnout of primary school teachers who teach to the first classes. Journal of Theory and Practice in Education, 10(2): 424-440.
  • Dewey, J. (1938). 1997. Experience and education. Touchstone, New York: Touchstone.
  • Ergin, C. (1992). Burnout in doctors and nurses and adaptation of the Maslach Burnout Inventory. R. Bayraktar ve İ. Dağ, (Ed.), 7. Ulusal Psikoloji Kongresi bilimsel çalışmaları içinde (143-154). Ankara: Türk Psikologlar Derneği Yayınları.
  • Ertuğrul, Ö. (2018). A research on the moderator role of organizational climate in the effect of human resources practices on burnout syndrome (Master’s thesis). İstanbul University, İstanbul..
  • Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: Job-or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31(2), 145-163.
  • Fidan, Ç. (2014). The relation between teachers’ motivation and enthusiasm in ELT: A descriptive study. (Master’s thesis). Cukurova University, Adana.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research In education (8th ed.). New York: Mc Graw HIll.
  • Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (2019). Independent and joint effects of teacher enthusiasm and motivation on student motivation and experiences: A field experiment. Motivation and Emotion, 43(2), 255-265.
  • García-Arroyo, J. A., Osca Segovia, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism. Psychology & health, 34(6), 733-753.
  • Hadie, S. N. H., Hassan, A., Talip, S. B., & Yusoff, M. S. B. (2019). The teacher behavior inventory: validation of teacher behavior in an interactive lecture environment. Teacher Development, 23(1), 36-49.
  • Hooda, M., & Annu (2018). Teacher enthusiasm may boost teaching effectiveness. Journal of Emerging Technologies and Innovative Research, 5 (7), 187-191.
  • Hotaman, D., & Yüksel-Şahin, F. (2010). The effect of instructors’ enthusiasm on university students’ level of achievement motivation. Education and Science, 35(155), 89-103.
  • Izgar, H. (2001). Okul Yöneticilerinde Tükenmişlik [Burnout in School Administrators]. Ankara: Nobel.
  • Kanbur, O. (2020). Investigation of job satisfaction and burnout levels of physics teachers in terms of demographic variables (Master’s thesis). Gazi University, Ankara.
  • Karaman, T. (2009). A study on the factors affecting sustainability of teaching passion of teachers. (Doctoral thesis). Marmara University, İstanbul.
  • Kasalak, G., & Dağyar, M. (2020). The adaptation of teacher enthusiasm scale into Turkish language: Validity and reliability study. International Journal of Curriculum and Instruction, 12(2), 797-814.
  • Kayabaşı, Y. (2008). The level of burnout of teachers the assessments in terms of some variations. MANAS Journal of Social Studies, 20, 191‐212.
  • Keller, M., Neumann, K., & Fischer, H. E. (2013). Teacher enthusiasm and student learning. In. International guide to student achievement, (Ed. Hattie, J. & Anderman, E. M.) pp. 247-250.
  • Kıral, E., & Diri, M. S. (2016). The effect of job satisfaction of secondary school teachers on their occupational burnout. Mehmet Akif Ersoy University Journal of Education Faculty, 1(39), 125-149.
  • Kim, H.-Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 37(44), pp. 52-54. doi:10.5395/rde.2013.38.1.52.
  • Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289-301.
  • Kunter, M., Tsai, Y. M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468-482.
  • Lammers, W. J., & Smith, S. M. (2008). Learning factors in the university classroom: Faculty and student perspectives. Teaching of Psychology, 35(2), 61-70.
  • Lincoln, D. L. (2008). Drama in the classroom: How and why marketing educators can use nonverbal communication and enthusiasm to build student rapport. Marketing Education Review, 18(3), 53-65.
  • Maslach C. (2003). Job burnout: New directions in research and intervention, Current Directions in Psychological Science, 12 (5): 189-192.
  • Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout inventory (Vol. 21, pp. 3463-3464). Palo Alto, CA: Consulting psychologists press.
  • Özer, N. (2021). Investigation of the relationship between the pre-service social studies teachers attitudes towards the teaching profession and level of professional enthusiasm. (Master’s Thesis), Inonu University, Malatya.
  • Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105(8), 1521–1558.
  • Polat, S., Ercengiz, M. ve Tetik, H. (2012). The investigation in terms of different variables of occupational exhaustion of teachers, Bartın University Journal of Faculty of Education, 1(1): 152-173.
  • Sağlam Arı G. & Çına Bal E. (2008). The concept of burnout: Its importance for individuals and organizations. Journal of management and economics, 15(1), 131-148.
  • Seferoğlu, S. S., Yıldız, H. & Avcı-Yücel, Ü. (2014). Teachers’ burnout: Indicators of burnout and investigation of the indicators in terms of different variables. Eduction and Science, 39(174): 13-26.
  • Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52-63.
  • Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
  • Şenel, S., & Alatli, B. (2014). A Review of Articles Used Logistic Regression Analysis. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 5(1), 35-52.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Allyn & Bacon/Pearson Education.
  • Taş, S., & Aykaç, N. (2020). Türkiye’de ortaöğretim sisteminin sorunları ve değerlendirilmesi: Bir meta sentez çalışması [Secondary education system in Turkey and evaluation of problems: A meta-synthesis study] Journal of Educational Sciences Research, 10(1), 22-41.
  • Tunç, S. (2019). Effects of life satisfaction on job satisfaction: A research on teachers. (Master’s thesis). İstanbul Sabahattin Zaim University, İstanbul.
  • Turkish Language Association (2021). Türk Dil Kurumu [Turkish language association]. http://www.tdk.gov.tr/ Üncü, S. Y. (2007). The relation between emotional intelligence and marital satisfaction. (Doctoral dissertation), Ankara University, Ankara.
  • Weiqi, C. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education & Society, 40(5), 17-31.
  • Yıldırım, M. (2019). Investigation of burnout and job satisfaction levels of science teachers. (Master’s thesis), Erciyes University, Kayseri.

Teacher burnout and demographic variables as predictors of teachers’ enthusiasm

Year 2022, Volume: 9 Issue: 2, 280 - 296, 01.03.2022
https://doi.org/10.17275/per.22.40.9.2

Abstract

This study was aimed to investigate the impact of several demographic variables and teacher burnout on teaching enthusiasm. The descriptive correlational model was used. The study sample was comprised of teachers from high schools (9th-12th grades) in Antalya, Turkey during the fall semester of the 2020-2021 academic year. 366 teachers fully completed the questionnaire in 52 high schools. Data were obtained through two scales, namely the Teacher Enthusiasm Scale, and the Maslach Burnout Inventory. Two models were implemented for teaching and subject enthusiasm, separately. Each model included three demographic variables and three sub-dimensions of teacher burnout as predictors of teachers’ teaching and subject enthusiasm. The binary logistic regression analysis was used in the study. The analysis showed that gender and seniority as demographic variables were found to be significant predictors in the teaching enthusiasm model. The average class size was the only variable which was not significantly effective on teaching and subject enthusiasms. Emotional exhaustion and decreasing sense of personal accomplishment were found to be significant predictors for teaching and subject enthusiasm, while emotional exhaustion was the dominant predictor. Also, depersonalization was not a significant predictor of teaching and subject enthusiasm as sub-dimensions of teacher enthusiasm. That the relations’, which can directly and indirectly define the relationship between enthusiasm and burnout in the literature being greatly ignored forms the justification of the current study

References

  • Anderson, M. B. G., & Iwanicki, E. F. (1984). Teacher motivation and its relationship to burnout. Educational Administration Quarterly, 20(2), 109-132.
  • Alanoğlu, M. (2019). Analysis of the relationships between perceived school principal management styles and teachers' participation in decision making, organizational justice, job satisfaction and burnout perception. Unpublished doctora dissertation. Fırat University, Elazığ, Turkey.
  • Bacanlı, H. (2002). Gelişim ve öğrenme (Development and learning). Ankara: Nobel.
  • Baloch, K., & Akram, M. W. (2018). Effect of teacher role, teacher enthusiasm and entrepreneur motivation on startup, mediating role technology. Arabian Journal of Business and Management Review (Oman Chapter), 7(4), 1-14.
  • Bedir, H., & Yıldırım, Ö. G. R. (2000). Teachers’ enthusiasm in elt classes: Views of both students and teachers. Journal of Çukurova University Institute of Social Sciences, 6(6), 119-130.
  • Bettencount, E. M., Gillett, M. H., Gall, M. D. & Hull, R. E. (1983). Effect of teacher enthusiasm training on student on-task behavior and achievement. American Educational Research Journal, 20(3), 435-450.
  • Burić, I., & Moe, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008.
  • Büyüköztürk, Ş. (2016). Handbook for Social Sciences. Statistics, research design, SPSS applications and interpretation. Ankara: Pegem Akademi.
  • Cui, G., Yao, M., & Zhang, X. (2017). The dampening effects of perceived teacher enthusiasm on class-related boredom: The mediating role of perceived autonomy support and task value. Frontiers in Psychology, 8, 400, 1-11.
  • Çapri, B. (2006). Turkish adaptation of burnout scale: Validity and reliability study. Mersin University Journal of the Faculty of Education, 2(1): 62- 77.
  • Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2020). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model. Educational Management Administration & Leadership, 1741143220968170.
  • Çokluk, Ö. (2010). Logistic Regression: Concept and Application. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1357-1407.
  • Day, C. (2004). A passion for teaching. London: Routledge Falmer.
  • Demir, M. K. & Kara, N. (2014). The burnout of primary school teachers who teach to the first classes. Journal of Theory and Practice in Education, 10(2): 424-440.
  • Dewey, J. (1938). 1997. Experience and education. Touchstone, New York: Touchstone.
  • Ergin, C. (1992). Burnout in doctors and nurses and adaptation of the Maslach Burnout Inventory. R. Bayraktar ve İ. Dağ, (Ed.), 7. Ulusal Psikoloji Kongresi bilimsel çalışmaları içinde (143-154). Ankara: Türk Psikologlar Derneği Yayınları.
  • Ertuğrul, Ö. (2018). A research on the moderator role of organizational climate in the effect of human resources practices on burnout syndrome (Master’s thesis). İstanbul University, İstanbul..
  • Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: Job-or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31(2), 145-163.
  • Fidan, Ç. (2014). The relation between teachers’ motivation and enthusiasm in ELT: A descriptive study. (Master’s thesis). Cukurova University, Adana.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research In education (8th ed.). New York: Mc Graw HIll.
  • Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (2019). Independent and joint effects of teacher enthusiasm and motivation on student motivation and experiences: A field experiment. Motivation and Emotion, 43(2), 255-265.
  • García-Arroyo, J. A., Osca Segovia, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism. Psychology & health, 34(6), 733-753.
  • Hadie, S. N. H., Hassan, A., Talip, S. B., & Yusoff, M. S. B. (2019). The teacher behavior inventory: validation of teacher behavior in an interactive lecture environment. Teacher Development, 23(1), 36-49.
  • Hooda, M., & Annu (2018). Teacher enthusiasm may boost teaching effectiveness. Journal of Emerging Technologies and Innovative Research, 5 (7), 187-191.
  • Hotaman, D., & Yüksel-Şahin, F. (2010). The effect of instructors’ enthusiasm on university students’ level of achievement motivation. Education and Science, 35(155), 89-103.
  • Izgar, H. (2001). Okul Yöneticilerinde Tükenmişlik [Burnout in School Administrators]. Ankara: Nobel.
  • Kanbur, O. (2020). Investigation of job satisfaction and burnout levels of physics teachers in terms of demographic variables (Master’s thesis). Gazi University, Ankara.
  • Karaman, T. (2009). A study on the factors affecting sustainability of teaching passion of teachers. (Doctoral thesis). Marmara University, İstanbul.
  • Kasalak, G., & Dağyar, M. (2020). The adaptation of teacher enthusiasm scale into Turkish language: Validity and reliability study. International Journal of Curriculum and Instruction, 12(2), 797-814.
  • Kayabaşı, Y. (2008). The level of burnout of teachers the assessments in terms of some variations. MANAS Journal of Social Studies, 20, 191‐212.
  • Keller, M., Neumann, K., & Fischer, H. E. (2013). Teacher enthusiasm and student learning. In. International guide to student achievement, (Ed. Hattie, J. & Anderman, E. M.) pp. 247-250.
  • Kıral, E., & Diri, M. S. (2016). The effect of job satisfaction of secondary school teachers on their occupational burnout. Mehmet Akif Ersoy University Journal of Education Faculty, 1(39), 125-149.
  • Kim, H.-Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 37(44), pp. 52-54. doi:10.5395/rde.2013.38.1.52.
  • Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289-301.
  • Kunter, M., Tsai, Y. M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468-482.
  • Lammers, W. J., & Smith, S. M. (2008). Learning factors in the university classroom: Faculty and student perspectives. Teaching of Psychology, 35(2), 61-70.
  • Lincoln, D. L. (2008). Drama in the classroom: How and why marketing educators can use nonverbal communication and enthusiasm to build student rapport. Marketing Education Review, 18(3), 53-65.
  • Maslach C. (2003). Job burnout: New directions in research and intervention, Current Directions in Psychological Science, 12 (5): 189-192.
  • Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout inventory (Vol. 21, pp. 3463-3464). Palo Alto, CA: Consulting psychologists press.
  • Özer, N. (2021). Investigation of the relationship between the pre-service social studies teachers attitudes towards the teaching profession and level of professional enthusiasm. (Master’s Thesis), Inonu University, Malatya.
  • Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105(8), 1521–1558.
  • Polat, S., Ercengiz, M. ve Tetik, H. (2012). The investigation in terms of different variables of occupational exhaustion of teachers, Bartın University Journal of Faculty of Education, 1(1): 152-173.
  • Sağlam Arı G. & Çına Bal E. (2008). The concept of burnout: Its importance for individuals and organizations. Journal of management and economics, 15(1), 131-148.
  • Seferoğlu, S. S., Yıldız, H. & Avcı-Yücel, Ü. (2014). Teachers’ burnout: Indicators of burnout and investigation of the indicators in terms of different variables. Eduction and Science, 39(174): 13-26.
  • Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52-63.
  • Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
  • Şenel, S., & Alatli, B. (2014). A Review of Articles Used Logistic Regression Analysis. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 5(1), 35-52.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Allyn & Bacon/Pearson Education.
  • Taş, S., & Aykaç, N. (2020). Türkiye’de ortaöğretim sisteminin sorunları ve değerlendirilmesi: Bir meta sentez çalışması [Secondary education system in Turkey and evaluation of problems: A meta-synthesis study] Journal of Educational Sciences Research, 10(1), 22-41.
  • Tunç, S. (2019). Effects of life satisfaction on job satisfaction: A research on teachers. (Master’s thesis). İstanbul Sabahattin Zaim University, İstanbul.
  • Turkish Language Association (2021). Türk Dil Kurumu [Turkish language association]. http://www.tdk.gov.tr/ Üncü, S. Y. (2007). The relation between emotional intelligence and marital satisfaction. (Doctoral dissertation), Ankara University, Ankara.
  • Weiqi, C. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education & Society, 40(5), 17-31.
  • Yıldırım, M. (2019). Investigation of burnout and job satisfaction levels of science teachers. (Master’s thesis), Erciyes University, Kayseri.
There are 53 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Gamze Kasalak 0000-0002-5084-0054

Miray Dağyar 0000-0002-7129-9236

Publication Date March 1, 2022
Acceptance Date October 24, 2021
Published in Issue Year 2022 Volume: 9 Issue: 2

Cite

APA Kasalak, G., & Dağyar, M. (2022). Teacher burnout and demographic variables as predictors of teachers’ enthusiasm. Participatory Educational Research, 9(2), 280-296. https://doi.org/10.17275/per.22.40.9.2