İngilizce Öğretmenlerinin İşyerindeki Refahı: Türkiye’de Bir Vaka Çalışması

Year 2025, Volume: 22 Issue: 1, 239 - 263, 28.04.2025

Arzu Bilhan , Meryem Akçayoğlu

Abstract

Bu nitel çalışma, bir refah teorisi olan Seligman'ın (2011) PERMA modelinden yola çıkılarak Milli Eğitim Bakanlığı okullarında görev yapan İngilizce öğretmenlerinin iyi olma hali ile öğretmenlerin kurumsal ortamlarındaki refahlarını etkileyen faktörleri incelenmiştir. PERMA kısaltması, modelin her biri bağımsız olarak işlev gören bileşenleri olan olumlu/olumsuz duygu, bağlanma, olumlu ilişkiler, anlam ve başarıyı temsil etmektedir. Araştırmada öğretmenlerin işlerinin ve iş yerlerinin genel refahını nasıl etkilediğine dair algıları da araştırılmıştır. Çalışma, Türkiye'nin Doğu Anadolu bölgesinde yer alan Elazığ ilinde yürütülmüştür ve çalışmaya devlet okullarında ve özel okullarda çalışan 53 İngilizce öğretmeni katılmıştır. Bu araştırmanın verilerini toplamak için yarı yapılandırılmış görüşmeler ve açık uçlu anket soruları kullanılmıştır. Bu şehirde, maksimum sayıda İngilizce öğretmenine ulaşmak için kartopu örneklemesi kullanılmıştır. Veriler hem tümevarımsal hem de tümdengelimsel tematik analizler kullanılarak analiz edilmiştir. PERMA bulguları, öğretmenlerin yüksek bir iyi olma hali içinde olduklarını göstermektedir. Olumlu duygulara, iyi ilişkilere, güçlü anlamlara sahip olmaları ve mesleki başarılarından memnuniyet duymaları ile öne çıkmaktadırlar. Öğrenci güdüleme ve başarısı, onay ve destek ile sosyal ilişkiler, öğretmenlerin iyi olma halini etkileyen üç ana tema olarak ortaya çıkmıştır. Sonuçlar ayrıca, İngilizce öğretmenlerinin mesleklerinin ve iş yerlerinin genel refahı üzerinde olumlu ya da olumsuz önemli bir etkisi olduğuna inandıklarını göstermektedir.

Keywords

Pozitif psikoloji , öğretmen refahı , olumlu ve olumsuz duygular , PERMA

English Language Teachers’ Wellbeing in the Workplace: A Case Study in Türkiye

Abstract

This qualitative study drew on Seligman's PERMA, Positive Emotion, Engagement, Relationships, Meaning, and Accomplishments, model (2011) to examine the wellbeing of English language teachers at work in the schools managed by the Ministry of National Education. It also examined factors affecting teachers' wellbeing in their institutional environments. The perceptions of teachers about how their jobs and workplaces affect their general wellbeing were also explored. The study was conducted in Elazığ, a city in Türkiye's Eastern Anatolia region. 53 EFL teachers working in public or private schools participated in this study. Semi-structured interviews and open-ended survey questions were used to gather the data. To reach as many English language teachers as feasible in this city, snowball sampling was used. The data were analysed using both inductive and deductive Thematic Analyses. Firstly, data were analysed deductively, and the PERMA model was used as a theme to answer the first research question. For the second and third research questions, data were analysed inductively to find emerging themes. The PERMA findings show that teachers are in a high state of wellbeing. They stand out for having positive emotions, good relationships, powerful meanings, and pleasure with their professional accomplishments. Student motivation and success, approval and support, and social relationships were discovered to be the three main themes that have an impact on teachers' wellbeing. The results also show that English language teachers believe their profession and workplace have a substantial impact on their general wellbeing, either positively or adversely.

Keywords

Positive psychology , teacher wellbeing , positive and negative emotions , PERMA

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