Öğrencilerin Öğretmenlerine Güven Düzeyleri, Okul Tükenmişlikleri İle Akademik Başarılarının Yapısal Eşitlik Modellemesiyle İncelenmesi

Öz

Bu araştırma ile lise öğrencilerinin öğretmenlere güven düzeyleri, okul tükenmişlikleri ve akademik başarıları arasındaki ilişki yapısal eşitlik modeli kullanılarak çözümlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu Adıyaman il merkezindeki liselerde öğrenim gören öğrenciler oluşturmaktadır. Araştırma kapsamında Ortaöğretim Öğrencileri İçin Okul Tükenmişliği Ölçeği (OOTÖ)’nin “Okula İlgi Kaybı” ile “Öğretmen Tutumlarından Bunalma ve Sıkılma” boyutları ile “Öğretmenlere Güven Ölçeği” kullanılmıştır. Araştırma sonucunda öğretmenlere güvenin; okul tükenmişliğini doğrudan, akademik başarıyı ise hem doğrudan hem de dolaylı etkilediği belirlenmiştir. Araştırmada ayrıca okul tükenmişliğinin akademik başarıyı doğrudan etkilediği sonucu elde edilmiştir. Yapılan analizler sonucunda öğretmenlere güvenin okul tükenmişliğindeki varyansın yaklaşık %18’ini, öğretmenlere güven ve okul tükenmişliği değişkenleri birlikte akademik başarıdaki varyansın yaklaşık %8’ini açıkladığı belirlenmiştir. Araştırmada elde edilen sonuçlar değerlendirildiğinde; öğrencilerin öğretmenlerine güven düzeylerinin yükselmesinin, yaşayacakları okul tükenmişliğini azaltacağı ve akademik başarılarına da olumlu yönde katkı sağlayacağı söylenebilir. Bu araştırma ile öğretmen-öğrenci ilişkilerinin önemi hem kuramsal hem de yapılan analizlerle istatistiksel olarak ortaya konulmuştur. 

Anahtar Kelimeler

• Öğretmenlere güven,okul tükenmişliği,akademik başarı,öğrenci

Investigation of Students Trust Levels to Teachers, School Burnout and Academic Achievement with Structural Equation Modeling

Abstract

The aim of this research is to analyze the relationship between high school students' levels of trust in teachers, school burnout and academic achievement by using the structural equation model. The study group consisted of students studying in high schools in the city of Adiyaman. Within the scope of the study, the aspects of "Loss of Interest in School" and "Getting tired and bored by Teacher Attitudes" in "School Burnout Scale" (SBS), and "Trust in Teachers Scale" were used for Secondary School Students. It was determined as a result of the study that trust in teachers affected school burnout directly; however, academic achievement affected it both directly and indirectly. In addition, it was concluded that school burnout directly affected academic achievement. As a result of the analyzes, it was determined that trust in teachers accounted for approximately 18% of the variance in school burnout, trust in teachers and school burnout variables together accounted for about 8% of the variance in academic achievement. When the results of the study were evaluated; It can be said that increasing the trust level of the students in their teachers will decrease the school burnout they will experience and contribute to their academic achievement positively. With this research; the importance of teacher-student relations has been statistically revealed not only in a theoretical way but by the analyzes made as well.

Keywords

• Teachers trust,school burnout,academic achievement,student

Kaynakça

1. Adams, C. M. (2013). Collective Student Trust A Social Resource for Urban Elementary Students. Educational Administration Quarterly,20(10),1-25.
2. Adams, C. M., & Forsyth, P. B. (2007). Promoting a culture of parent collaboration and trust: An empirical study. Journal of School Public Relations, 28(1), 32-56.
3. Adams, C. M., & Forsyth, P. B. (2013). Revisiting the trust effect in urban elementary schools. The Elementary School Journal, 114(1), 1-21.
4. Adams, C. M., Forsyth, P. B., & Mitchell, R. M. (2009). The formation of parent-school trust: A multilevel analysis. Educational Administration Quarterly, 45(1), 4-33.
5. Adams, C., ve Forsyth, P. B. (2009). Conceptualizing and validating a measure of student trust. Studies in School Improvement, 263-79.
6. Arı, G. S. (2003). Yöneticiye duyulan güven örgütsel bağlılığı artırır mı?.Gazi Üniversitesi Ticaret Ve Turizm Eğitim Fakültesi Dergisi, 2,17-36.
7. Atik, S. (2016). Akademik başarının yordayıcıları olarak öğretmene güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği. Yayınlanmamış Doktora Tezi, İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
8. Avcılar, M., Y. ve Varinli, İ. (2013). Perakende marka değerinin ölçümü ve yapısal eşitlik modeli uygulaması. Ankara: Detay Yayıncılık.

9. Aydın, M. (2007). Eğitim yönetimi (8. baskı). Ankara: Hatiboğlu Yayınevi.
10. Aypay, A. (2011). İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 511-527.
11. Aypay, A. (2012). Ortaöğretim öğrencileri için okul tükenmişliği ölçeği (OOTÖ).Kuram ve Uygulamada Eğitim Bilimleri, 12 (2), 773-787.
12. Aypay, A. (2018a). Ortaokulda Ödül Bağımlılığı-Ceza Hassasiyeti ve Ödül Bağımlılığı-Okul Tükenmişliği arasındaki Yordayıcı İlişkiler. Eğitim ve Bilim, 43(194), 43-59.
13. Aypay, A. (2018b). Ceza hassasiyetinin okula yönelik duygu ve okul tükenmişliği ile ilişkisi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 24(2), 221-246.
14. Aypay, A. ve Eryılmaz, A. (2011). Lise öğrencilerinin derse katılmaya motive olmaları ile okul tükenmişliği arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 26-44.
15. Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European journal of psychology of education, 28(2), 511-528.
16. Başaran, İ. E. (1999). Eğitime giriş (Dördüncü Kez Yeniden Yazım). Ankara: Bilim Kitap Kırtasiye.
17. Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: Amos uygulamaları (1. Baskı). Bursa: Ezgi Kitabevi.
18. Boysan, M. (2006). Çok örneklemli yapısal eşitlik modelleri. Yayılanmamış yüksek lisans tezi, Yüzüncü Yıl Üniversitesi Fen Bilimleri Enstitüsü, Van.
19. Bryk, A. S., ve Schneider, B. L. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation Publications.
20. Bursalıoğlu, Z. (2010). Okul yönetiminde yeni yapı ve davranış (15. basım). Ankara: Pegem Akademi Yayınevi.
21. Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New York: Routledge.
22. Cooper, A. N., Seibert, G. S., May, R. W., Fitzgerald, M. C., & Fincham, F. D. (2017). School burnout and intimate partner violence: The role of self-control. Personality and individual differences, 112, 18-25.
23. Cronk, B. C. (2004). How to use SPSS: A step-by-step guide to analysis and interpretation. California: Pyrczak Pub.
24. Çakır, S., Akça, F., Kodaz, A. F., & Tulgarer, S. (2014). The survey of academic procrastionation on high school students with in terms of school burn-out and learning styles. Procedia-Social and Behavioral Sciences, 114, 654-662.
25. Çelik, H., E. ve Yılmaz, V. (2013). Lisrel 9.1 ile yapısal eşitlik modellemesi: Temel kavramlar-uygulamalar-programlama (2.baskı). Ankara: Anı Yayıncılık.
26. Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem A Akademi.
27. Daly, A. J. ve Chrispeels, J. (2008). A question of trust: Predictive conditions for adaptive and technical leadership in educational contexts. Leadership and Policy in Schools, 7(1), 30-63.
28. Demir, M. ve Gençdoğan, B. (2017). Okul tükenmişliğini yordamada sınav kaygısı ve akademik başarının etkisi. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(20), 111-126.
29. Dewulf, L., van Braak, J., & Van Houtte, M. (2017). The role of teacher trust in segregated elementary schools: a multilevel repeated measures examination. School Effectiveness and School Improvement, 28(2), 259-275.
30. Dyrbye, L. N., Thomas, M. R., Massie, F. S., Power, D. V., Eacker, A., Harper, W. ve Sloan, J. A. (2008). Burnout and suicidal ideation among US medical students. Annals of internal medicine, 149(5), 334-341.
31. Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1-12.
32. Forster, M., Gower, A. L., Borowsky, I. W., & McMorris, B. J. (2017). Associations between adverse childhood experiences, student-teacher relationships, and non-medical use of prescription medications among adolescents. Addictive behaviors, 68, 30-34.
33. Forsyth, P. B., Adams, C. M., & Barnes, L. L. B. (2004, April). Parent trust and school consequences. A paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
34. Forsyth, P. B., Adams, C. M., ve Hoy, W. K. (2011). Collective trust: why schools can't improve without it. New York :Teachers College Press.
35. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hreudill.
36. Freudenberger, H. J. (1974). Staff burn‐out. Journal of social issues, 30(1), 159-165.
37. Fry, H., Ketteridge, S., & Marshall, S. (2009). Understanding student learning. A handbook for teaching and learning in higher education: Enhancing academic practice, (3th ed).9-25,London: Routledge.
38. Galbraith, C. S. ve Merrill, G. B. (2014). Academic performance and burnout: an efficient frontier analysis of resource use efficiency among employed university students. Journal of Further and Higher Education, (ahead-of-print).
39. Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology, 108, 342–352.
40. Goddard, R. D., Salloum, S. J. ve Berebitsky, D. (2009). Trust as a Mediator of the Relationships Between Poverty, Racial Composition, and Academic Achievement Evidence From Michigan's Public Elementary Schools.Educational Administration Quarterly, 45(2), 292-311.
41. Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
42. Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child development, 72(2), 625-638.
43. Harrington, D. (2009). Confirmatory factor analysis. New York: Oxford University Press.
44. Harris, J., Caldwell, B., & Longmuir, F. (2013). Literature review: A culture of trust enhances performance. Australian Institute for Teaching and School Leadership.
45. Hoy, W. K. ve Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-208.Hoy, W. K. ve Miskel, C. G. (2010). Eğitim yönetimi (S. Turan, Çev. Ed.). Ankara: Nobel Yayın Dağıtım. (Orijinal çalışma 2007 yılında yayımlanmıştır).
46. Hoy, W. K. ve Tschannen-Moran, M. (2007). The conceptualization and measurement of faculty trust in schools. Hoy, W. K., ve DiPaola, M. F.(Ed.). Essential ideas for the reform of American schools. Information Age Pub Incorporated.
47. Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational administration quarterly, 37(3), 296-321.
48. Hoy, W. K., & Tarter, C. J. (2004). Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18(4), 250-259.
49. Hoy, W. K.,Gage, C. Q. ve Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for eachother?. Educational Administration Quarterly, 42(2), 236-255.
50. Hu, L. T. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
51. Izgar, H. (2001). Okul yöneticilerinde tükenmişlik.(1.baskı). Ankara: Nobel Yayıncılık.
52. Kline, P. (2013). Handbook of psychological testing (2nd edn). Milton Park: Routledge.
53. Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York. USA: Guilford Press.
54. Kochanek, J. R. (2005). Building trust for better schools: Research-based practices. California: Corwin Press.
55. Kutsal, D., ve Bilge, F. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri. Egitim ve Bilim, 37(164),283-297.
56. Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York: Routledge.
57. Lee, J., Puig, A., Kim, Y. B., Shin, H., Lee, J. H. ve Lee, S. M. (2010). Academic burnout profiles in Korean adolescents. Stress and Health, 26(5), 404-416.
58. Lee, S. J. (2007). The relations between the student–teacher trust relationship and school success in the case of Korean middle schools. Educational Studies, 33(2), 209-216.
59. Lin, S. H., ve Huang, Y. C. (2013). Life stress and academic burnout. Active Learning in Higher Education, 15(1),77-90.
60. Loughrey, M. E., & Harris, M. B. (1992, April). Adolescent alienation and attitude toward school in Native American, Hispanic, and Anglo high school students. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. (ERIC Document Reproduction Service No. ED 347 027)
61. Lunenburg, F. C. ve Ornstein, A. C. (2011). Eğitim yönetimi (G. Arastaman, Çev. Ed.). Ankara: Nobel Akademik Yayıncılık. (Orijinal çalışma 2012 yılında yayımlanmıştır).
62. Maslach, C. ve Goldberg, J. (1999). Prevention of burnout: New perspectives.Applied and Preventive Psychology, 7(1), 63-74.
63. Maslach, C. ve Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113.
64. Maslach, C., ve Jackson, S. E. (1984). Burnout in organizational settings.Applied social Psychology Annual,5,133-153.
65. Mayer, R. C., Davis, J. H., ve Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of management review, 709-734.
66. McCarthy, M. E., Pretty, G. M. ve Catano, V. (1990). Psychological sense of community and student burnout. Journal of College Student Development, Í7, 211-216.McKinney, S. E., & Berube, C. (2018). Building Trust and Respect. The Education Digest, 83(8), 55-59.
67. Meydan, C., H. Ve Şeşen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. (1.baskı). Ankara: Detay Yayıncılık.
68. Mitchell, R. M., Kensler, L., & Tschannen-Moran, M. (2016). Student trust in teachers and student perceptions of safety: positive predictors of student identification with school. International Journal of Leadership in Education, 21(2), 135-154.
69. Moore, L. (2013). The high trust classroom (2nd edt.). New York: Routledge Publishing.
70. Musah, M. B., Abdul Rahman, R. E., Tahir, L. M., Al-Hudawi, S. H. V., & Daud, K. (2018). Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools. International Journal of Educational Management, 32(3), 479-497.
71. Oktay, A.(1995). Çocuk ve okul. İstanbul: Seha Neşriyet.
72. Özer, N. ve Tül, C.(2014). Öğrenciler için öğretmene güven ölçeğinin türkçe formunun psikometrik özelliklerinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi,10(1),105-119.
73. Özer, N., Demirtaş, H., Üstüner, M., & Cömert, M. (2006). Ortaöğretim öğretmenlerinin örgütsel güven algıları. Ege Eğitim Dergisi, 7(1), 103-124.
74. Pawlina, W., Evans, D. J., Chan, L. K., Ruit, K. G., Wilson, T. D., & Lachman, N. (2018). Student‐teacher trust and journal‐reader trust: Engines driving education and research in anatomical sciences. Anatomical sciences education, 11(1), 5-6.
75. Robbins, S. P. ve Judge, T. A. (2013). Örgütsel davranış.(Çev. Edt. İnci Erdem). Ankara: Nobel Akademik Yayıncılık.
76. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. The elementary school journal, 100(5), 443-471.
77. Sağlam, A. Ç. (2010). Okul örgütü ve yönetimi. Memduhoğlu, H. B. ve Yılmaz, K. (Editörler). Türk eğitim sistemi ve okul yönetimi. İkinci baskı. Ankara: Pegem Akademi Yayınları, ss 171-202.
78. Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI) reliability and validity. European journal of psychological assessment, 25(1), 48-57.
79. Salmela-Aro, K., Kiuru, N., Pietikäinen, M. ve Jokela, J. (2008). Does school matter?. European Psychologist, 13(1), 12-23.
80. Salmela-Aro, K., Read, S., Minkkinen, J., Kinnunen, J. M., & Rimpelä, A. (2018). Immigrant status, gender, and school burnout in Finnish lower secondary school students: A longitudinal study. International Journal of Behavioral Development, 42(2), 225-236.
81. Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316-1327.
82. Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M. ve Bakker, A. B. (2002). Burnout and engagement in university students a cross-national study.Journal of Cross-Cultural Psychology, 33(5), 464-481.
83. Schaufeli, W. B., ve Maslach, C. (1993). Historical and conceptual development of burnout: Professional burnout. Recent Developments İn Theory And Research, 1-16.
84. Schermelleh-Engel, K., Moosbrugger, H. ve Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
85. Solomon, R. C. ve Flores, F. (2001). Güven yaratmak. (Çev.Kardam, A.). İstanbul: MESS Yayınları.
86. Sorkkila, M., Aunola, K., Salmela‐Aro, K., Tolvanen, A., & Ryba, T. V. (2018). The co‐developmental dynamic of sport and school burnout among student‐athletes: The role of achievement goals. Scandinavian journal of medicine & science in sports, 28(6), 1731-1742.
87. Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulama.Türk Psikoloji Yazıları, 3 (6), 49-73.
88. Tschannen-Moran, M. (2014). The interconnectivity of trust in schools. In D. Van Maele, M. Van Houtte, & P. B. Forsyth (Eds.), Trust and school life: The role of trust for learning, teaching, leading, and bridging (pp. 57-82). New York, NY: Springer.
89. Tschannen-Moran, M., Parish, J., & DiPaola, M. F. (2006). School climate and state standards: How interpersonal relationships influence student achievement. Journal of School Leadership, 16, 386-415.
90. Tschannen-Moran, M., ve Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research,70(4), 547-593.Tuominen-Soini, H. & Salmela-Aro, K. (2014) Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes, Developmental Psychology, 50(3), 649–662.
91. Van Maele, D., & Van Houtte, M. (2014). Trust in the school principal: a pathway to inhibit teacher burnout in elementary education?. In Annual Conference of the American Educational Research Association.
92. Vieira, A. L. (2011). Interactive LISREL in practice. New York, NY: Springer.
93. Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28-33.
94. Wang, M. T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148-160.
95. Yang, H. J., & Farn, C. K. (2005). An investigation the factors affecting MIS student burnout in technical-vocational college. Computers in human behavior, 21(6), 917-932.