MÜZİK ÖĞRETMENİ ADAYLARI ARASINDA ÇALGI EĞİTİMİ İLE İLGİLİ TÜKENMİŞLİK DURUMUNUN İNCELENMESİ: TÜRKİYE’DEN KESİTSEL BİR ÇALIŞMA

Abstract

ÖZ Müzik öğretmenliği eğitiminin en önemli boyutlarından biri, çalgı eğitimidir. Çalgı eğitiminde, çalgıya özel teknik ve müzikal davranışların yanı sıra; solfej, müzik teorisi, müzik biçimleri, müzik tarihi, müzik kültürü, bireysel seslendirme, birlikte seslendirme gibi müzik eğitiminin pek çok boyutu bütüncül bir yaklaşımla yeniden ele alınır ve uygulanır. Bu nedenle müzik öğretmeni adaylarının, çalgı eğitimindeki psikolojik iyi oluşları, mesleki gelişim sürecini etkileyebilmektedir. Tükenmişlik kavramı ise; üniversite öğrencilerinde bir çeşit psikolojik iyi olamama hali olarak yaygın bir şekilde ele alınmış olsa da mesleki gelişime büyük katkı sağlayan, müzik öğretmenliği programlarında her yarıyıl 1 kredi karşılığı bulunmasına rağmen, performans görevleri ve çok boyutlu karmaşık yapısı ile göründüğünden çok daha fazla iş yükü getiren bireysel çalgı dersi özelinde çok az ele alınmıştır. Bu araştırma, Türkiye'nin Orta Anadolu Bölgesi'ndeki altı devlet üniversitesinde öğrenim gören müzik öğretmeni adaylarının bireysel çalgı dersi tükenmişlik düzeyini incelemeyi amaçlamıştır (n=331). İlişkisel tarama modelinde gerçekleştirilen çalışmada, veriler araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu” ve (Girgin, 2015) tarafından geliştirilen “Bireysel Müzikal Enstrüman Dersi Tükenmişlik Ölçeği” ile toplanmıştır. Verilerin analizinde SPSS yazılımı kullanılmış; betimsel istatistiklerin yanı sıra Kolmogorov-Smirnov testi, Mann-Whitney U testi ve Kruskal-Wallis H testi uygulanmıştır. Bulgular, genel tükenmişlik seviyesinin oldukça düşük olduğunu göstermektedir. Ancak tükenmişlik düzeyinin cinsiyet, algılanan çalgı başarısı, öğretmenle iletişim kalitesi, çalgıya duyulan sevgi ve çalgı çalışmaya uygun ortam gibi değişkenlere göre anlamlı farklılıklar gösterdiği belirlenmiştir.

Keywords

• tükenmişlik
• müzik öğretmenliği eğitimi
• çalgı eğitimi
• psikolojik iyi oluş düzeyi
• lisans eğitimi

EXAMINING BURNOUT RELATED TO MUSICAL INSTRUMENT EDUCATION AMONG MUSIC TEACHER CANDIDATES: A CROSS-SECTIONAL STUDY FROM TURKEY

Abstract

ABSTRACT One of the most important dimensions of music teacher education is musical instrument education (MIE). In MIE, in addition to instrument-specific techniques and musical behaviors, many dimensions of music education, such as solfege, music theory, musical forms, music history, musical culture, individual vocalization, and collective vocalization, are reconsidered, integrated, implemented, and reinforced with a holistic approach. Therefore, the psychological well-being of prospective music teachers during MIE can impact their professional development. While the concept of burnout has been widely discussed as a negative psychological condition among university students, it has rarely been addressed specifically in the context of individual instrument lessons, which, despite contributing significantly to professional development and being offered as a one-credit semester equivalent in music teaching programs, impose a much heavier workload than it appears with their performance tasks and multidimensional complexity. This study aimed to examine the burnout levels of prospective music teachers studying at six state universities in the Central Anatolia Region of Türkiye (n=331). In the study, which employed a correlational screening model, data were collected using a "Personal Information Form" developed by the researchers and the "Individual Musical Instrument Lesson Burnout Scale" developed by Girgin, 2015. SPSS software was used in data analysis, and descriptive statistics, as well as the Kolmogorov-Smirnov test, the Mann-Whitney U test, and the Kruskal-Wallis H test, were applied. The findings indicate that the overall burnout level is quite low. However, it was determined that the burnout level varies significantly according to variables such as gender, perceived instrument success, communication quality with the teacher, love for the instrument, and a suitable environment for instrument practice.

Keywords

• burnout
• music teacher education
• musical instrument education
• level of psychological well-being
• higher education

UNTERSUCHUNG DES BURNOUTS IM ZUSAMMENHANG MIT DER MUSIKINSTRUMENTENAUSBILDUNG UNTER MUSIKLEHRERKANDIDATEN: EINE QUERSCHNITTSSTUDIE AUS DER TÜRKEI

Abstract

ABSTRAKT Einer der wichtigsten Aspekte der Musiklehrerausbildung ist der Instrumentalunterricht. Neben instrumentspezifischen Techniken und musikalischem Verhalten werden im Instrumentalunterricht viele weitere Dimensionen der Musikpädagogik, wie Solfège, Musiktheorie, musikalische Formen, Musikgeschichte, Musikkultur, individuelle und kollektive Vokalisation, neu betrachtet und ganzheitlich umgesetzt. Daher kann das psychische Wohlbefinden angehender Musiklehrer während des Instrumentalunterrichts ihre berufliche Entwicklung beeinflussen. Obwohl das Konzept des Burnouts als Zustand des psychischen Wohlbefindens unter Studierenden viel diskutiert wurde, wurde es selten speziell im Kontext des Instrumentalunterrichts untersucht. Dieser trägt zwar wesentlich zur beruflichen Entwicklung bei und wird in Musikpädagogikstudiengängen als ein Semestermodul angeboten, stellt aber aufgrund seiner praktischen Aufgaben und seiner vielschichtigen Komplexität eine deutlich höhere Belastung dar, als es zunächst scheint. Ziel dieser Studie war es, den Burnout-Status von angehenden Musiklehrern an sechs staatlichen Universitäten in Zentralanatolien (Türkei) zu untersuchen (n=331). In der Studie, die ein relationales Screening-Modell verwendete, wurden Daten mithilfe eines von den Forschern entwickelten „Persönlichen Informationsbogens“ und der von Girgin (2015) entwickelten „Skala zur Erfassung von Burnout im individuellen Instrumentalunterricht“ erhoben. Die Datenanalyse erfolgte mit der Software SPSS; es wurden deskriptive Statistiken sowie der Kolmogorov-Smirnov-Test, der Mann-Whitney-U-Test und der Kruskal-Wallis-H-Test angewendet. Die Ergebnisse zeigten, dass das allgemeine Burnout-Niveau recht niedrig war. Allerdings variierte das Burnout-Niveau signifikant in Abhängigkeit von Variablen wie Geschlecht, wahrgenommenem Erfolg am Instrument, Kommunikationsqualität mit dem Lehrer, Begeisterung für das Instrument und einem geeigneten Übungsumfeld.

Keywords

• Burnout
• Musiklehrerausbildung
• Instrumentalausbildung
• psychisches Wohlbefinden
• Musikpädagogik an Hochschulen
• Hochschulbildung.

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