Öğretmen Tükenmişliğine Fenomenolojik Bir Bakış

Yıl 2026, Cilt: 26 Sayı: 1, 61 - 78, 25.03.2026

Başak Kösereisoğlu Betil Eröz

https://doi.org/10.17240/aibuefd.2026..-1677092

https://izlik.org/JA89BJ54RP

Öz

Bu fenomenolojik çalışma, Türkiye'deki bir devlet üniversitesinde Akademik İngilizce (EAP) öğretmenlerinin tükenmişlik deneyimlerini araştırmaktadır. Üç deneyimli eğitimci ile gerçekleştirilen yarı yapılandırılmış görüşmeler kullanılarak, katılımcıların tükenmişlik tanımları ve bu duygu durumunun altında yatan etkenler incelenmiştir. Çalışma bulguları, meslektaşlar ve öğrenciler ile olumsuz dinamikler, takdir eksikliği ve etkisiz idari uygulamaları yaygın tükenmişlik tetikleyicileri olarak ortaya koymaktadır. Katılımcılar, mevcut tükenmişlik literatürüyle tutarlı olan yorgunluk, sosyal olumsuzluk ve yetersizlik gibi belirtiler gösterirken, duygusal tükenmişliklerini daha çok organizasyonel ve kişilerarası sorunlara atfetmektedir. Öğretmenlerin meslekleriyle karmaşık bir ilişki içinde oldukları görülmektedir; üniversitelerine karşı bir aidiyet ve bağlılık hissederken, işlerine olan anlamlı bağlılığın aşındığını hissetmektedirler. Bu çalışmada, sistematik zorlukların ele alınmasının ve daha destekleyici bir akademik ortamın teşvik edilmesinin gerekliliği vurgulanmakta olup bireysel deneyimlerin ve daha geniş kurumsal dinamiklerin tükenmişlik olgusu üzerindeki etkileşiminin anlaşılmasının önemine dikkat çekilmektedir. Çalışma, eğitmenlerde tükenmişliği azaltmaya yönelik stratejilerin geliştirilmesi gerektiğini vurgulamakta ve olumlu bir iş kültürünün teşvik edilmesinin hem iş tatmini hem de yüksek öğretim ortamlarında genel eğitmen refahını iyileştireceğini göstermektedir.

Anahtar Kelimeler

Tükenmişlik , Fenomenoloji , Öğretmen Refahı , Yüksek Öğretim

Etik Beyan

Makalenin yazarları, bu çalışmanın özgün bir çalışma olduğunu; çalışmanın hazırlık, veri toplama, analiz ve bulguların sunumu olmak üzere tüm aşamalarında bilimsel etik ilke ve kurallarına uygun davranıldığını; bu çalışma kapsamında elde edilmeyen tüm veri ve bilgiler için kaynak gösterildiğini ve bu kaynaklara kaynakçada yer verildiğini; kullanılan verilerde herhangi bir değişiklik yapılmadığını beyan eder. Bu çalışma Orta Doğu Teknik Üniversitesi İnsan Araştırmaları Etik Kurulu (İAEK) tarafından uygun görülerek 0112-ODTUİAEK-2025 protokol numarası ile onaylanmıştır.

Teşekkür

Yazarlar, çalışmanın katılımcılarına sağladıkları değerli katkılar için içten teşekkürlerini sunar. Zamanlarını, deneyimlerini ve görüşlerini paylaşma konusundaki gönüllülükleri olmasaydı, bu makalenin ortaya çıkması mümkün olmazdı.

A Phenomenological Perspective into Teacher Burnout

https://izlik.org/JA89BJ54RP

Öz

This phenomenological study investigates the lived experiences of burnout among English for Academic Purposes instructors at a state university in Türkiye. Utilizing semi-structured interviews with three experienced educators, the research explores their perceptions and definitions of burnout, alongside the underlying factors contributing to their emotional exhaustion. Findings reveal common triggers of burnout, including a lack of appreciation, ineffective administrative practices, and negative dynamics with colleagues and students. Despite exhibiting symptoms consistent with established burnout literature, such as exhaustion, cynicism, and inefficacy, participants predominantly attribute their emotional fatigue to organizational and interpersonal issues rather than student interactions. Interestingly, the instructors express a complex relationship with their profession, feeling a sense of belonging and commitment to their university, yet grappling with a perceived erosion of meaningful engagement in their work. The necessity for addressing systemic challenges and fostering a more supportive academic environment is emphasized, highlighting the importance of recognizing the interplay between individual experiences and wider institutional dynamics in burnout phenomena. This study underscores the critical need for strategies aimed at mitigating burnout among educators, acknowledging that fostering a positive work culture can enhance both job satisfaction and overall instructor well-being in higher education settings.

Anahtar Kelimeler

Burnout; , Phenomenology , Teacher Well-being , Higher Education

Etik Beyan

The authors declare that this study is an original work and that all stages of the research process, including the preparation of the study, data collection, data analysis, and the presentation of findings, were conducted in accordance with scientific ethical principles. All data and sources that were not generated within the scope of this study have been appropriately cited, and no modifications were made to the data. Ethical approval was obtained from the Middle East Technical University Human Research Ethics Committee under protocol number 0112-ODTUİAEK-2025.

Teşekkür

The authors extend sincere appreciation to the participants of this study for their invaluable contribution. This article would not have been possible without their willingness to share their time, experiences, and insights.

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