Öz Yeterlilik Algıları ve Akademisyen Tükenmişliği: İlişkiler Üzerine Bir Araştırma

Yıl 2023, , 474 - 490, 25.10.2023

Dilşah Kalay

https://doi.org/10.51290/dpusbe.1367588

Öz

Öğretmenlik mesleğinin tanımı ilk defa 1900 yılında yürürlüğe giren “Muallimlikte Mesleki İhtisas Tesisine Dair Talimat” ile yapılmış, öğretmenlerin yetki, sorumluluk ve hakları bu talimat ile belirlenmiştir. Öğretmenlik stresli bir meslektir, özellikle de devlet üniversitelerinde görev yapan öğretim elemanları dikkate alındığında ve bu stres faktörü öğrenme/öğretme sürecini etkileyen önemli etmenlerdendir. Bu sebeple, bu çalışma üniversitelerde görev yapan öğretim elemanlarının özyeterlik inanışları ve tükenmişlikleri arasındaki ilişkiyi araştırmak amacıyla tasarlanmıştır. Karma desene sahip bu araştırmada, öncelikle öğretim elemanlarının özyeterlilik inanışlarını inceleyebilmek için bir öğretmen özyeterlik ölçeği uygulanmıştır. Bu ölçeğe ek olarak, öğretim elemanlarının tükenmişlik düzeyleri bir tükenmişlik ölçeği aracılığı ile ölçülmüştür. Anketlerden toplanan bu bilgilerin desteklenmesi için ise öğretim elemanları ile yarı-yapılandırılmış yüz yüze görüşmeler gerçekleştirilmiştir. Araştırmanın sonucunda anlaşılmaktadır ki, öğretim elemanları kendilerini öğrenci katılım becerileri, öğretim stratejileri ve sınıf yönetimi becerileri açısından yeterli hissetmektedirler. Öte yandan, tükenmişlik analizi öğretim elemanlarının çoğunun orta düzeyde tükenmişlik yaşadığını ortaya koymuştur, ki bu durum bazen kendilerini tamamen tükenmiş hissettikleri anlamına gelebilir ancak bu sürekli bir süreç değildir. Fakat, öz-yeterlik ve tükenmişlik arasındaki ilişki incelendiğinde, durumsal ve mevsimsel - orta düzey - tükenmişlik ile yüksek algılanan öz-yeterlik düzeyleri arasında herhangi bir ilişkinin olmadığı anlaşılmaktadır.

Anahtar Kelimeler

Mesleki tükenmişlik, özyeterlik inanışları, öğretim elemanları

Perceived Self-Efficacy and Academician Burnout: A Research on Relations

Öz

The profession of "teacher" was first defined with the "Muallimlikte Mesleki İhtisas Tesisine Dair Talimat", in 1900, and the authorities, responsibilities, and rights of teachers were determined with this legislation. Teaching is a stressful profession, which affects the learning/teaching process, especially for the academic staff at state universities. The current study was designed to investigate the relationship between perceived self-efficacy beliefs and burnout of EFL instructors. In this research, with a mixed design, first, a teacher self-efficacy scale was applied to examine the perceived self-efficacy beliefs of the instructors. The instructors', who are among the main academic staff at the universities, burnout levels were measured using a burnout scale. Also, semi-structured face-to-face interviews were conducted to support the data from the questionnaires. As a result, it is understood that the instructors feel sufficient in student participation skills, teaching strategies, and classroom management skills. On the other hand, burnout analysis revealed that most instructors experienced moderate burnout, which may mean they sometimes feel entirely burnt out, which is not a continuous process. However, regarding the relationship between self-efficacy and burnout, it is understood that no relationship between situational and seasonal - moderate - burnout and high perceived self-efficacy levels has been observed.

Anahtar Kelimeler

Academician burnout, perceived self-efficacy, EFL instructors

Etik Beyan

The Ethical Permission has been taken from the Committee of Ethics at Kütahya Dumlupınar University; 14.04.2022; 2022/04

Destekleyen Kurum

KÜTAHYA DUMLUPINAR ÜNİVERSİTESİ

Kaynakça

• Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (vol. 4, pp. 71-81). Academic Press.
• Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
• Baş, G., & Yildirim, A. (2012). An analysis of burnout in Turkish elementary school principals. International Journal of Educational Researchers, 3(3), 1-18. http://ijer.eab.org.tr/media/volume3/issue3/gokhan_bas.pdf.
• Boomgard, M. C. (2013). Changes in perceived teacher self-efficacy and burnout as a result of facilitated discussion and self-reflection in an online course designed to prepare teachers to work with students with autism. [Doctoral dissertation, The University of San Francisco]. Google Books.
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. https://doi.org/10.1016/s0742-051x(99)00057-8.
• Bümen, N. T. (2010). The relationship between demographics, self-efficacy, and burnout among teachers. Eurasian Journal of Educational Research, 10(40), 17-36. https://app.trdizin.gov.tr/makale/TVRBNE9USTFOUT09/the-relationship-between-demographics-self-efficacy-and-burnout-among-teachers.
• Burke, R. J., & Greenglass, E. R. (1993). Work stress, role conflict, social support, and psychological burnout among teachers. Psychological Reports, 73(2), 371-380. https://doi.org/10.2466/pr0.1993.73.2.371.
• Carson, R. L. (2006). Exploring the episodic nature of teachers’ emotions as it relates to teacher burnout. [Doctoral Dissertation, Purdue University]. ProQuest Dissertations and Theses Global. https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=6384&context=dissertations.
• Cephe, P. T. (2010). A study of the factors leading English teachers to burnout. Hacettepe University Journal of Education, 38, 25-34. https://eric.ed.gov/?id=EJ893926.
• Chan, D. (2007). Burnout, self‐efficacy, and successful intelligence among Chinese prospective and in‐service school teachers in Hong Kong. Educational Psychology, 27(1), 33-49. https://doi.org/10.1080/01443410601061397.
• Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. https://doi.org/10.1007/s10648-009-9106-y.
• Çapa Aydin, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Eğitim ve Bilim, 30(137), 74-81. https://app.trdizin.gov.tr/makale/TnpJMk1ERXg/the-development-and-validation-of-a-turkish-version-of-the-teachers-sense-of-efficacy-scale.
• Çelikkaleli, Ö. (2011). Yetişkin eğitimcisi öğretmenlerin tükenmişlik ve mesleki yetkinliklerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4, 38-53. https://doi.org/10.20875/sb.64477.
• Demirel, E. E. (2014). A research study of teacher beliefs and teacher burnout. [Doctoral Dissertation, Gazi University]. YÖK Ulusal Tez Merkezi Veri Tabanı.
• Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227-243. https://doi.org/10.1348/000709902158865.
• Friedman, I.A. (2003). Self-Efficacy and burnout in teaching: the importance of ınterpersonal-relations efficacy. Social Psychology of Education, 6, 191-215. https://doi.org/10.1023/A:1024723124467.
• Girgin, G. (1995). İlkokul öğretmenlerinde meslekten tükenmişliğin gelişimini etkileyen değişkenlerin analizi ve bir model önerisi: izmir ili kırsal ve kentsel yöre karşılaştırması. [Doctoral Dissertation, Dokuz Eylül University]. YÖK Ulusal Tez Merkezi Veri Tabanı.
• Grayson, J. W., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363. https://doi.org/10.1016/j.tate.2007.06.005.
• Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality and children’s language and literacy gains. Teaching and Teacher Education, 26, 1094-1103. https://doi.org/10.1016/j.tate.2009.11.005.
• Gündüz, B. (2012). Self-Efficacy and burnout in professional school counselors. Educational Sciences: Theory & Practice, 12(3), 1761-1767. http://files.eric.ed.gov/fulltext/EJ1000895.pdf.
• Høigaard, R., Giske, R., & Sundsli, K. (2009). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357. https://doi.org/10.1080/02619768.2011.633993.
• İnceçay, G., & Dollar, Y. K. (2012). Classroom management, self-efficacy and readiness of Turkish pre-service English teachers. International Association of Research in Foreign Language Education and Applied Linguistics, 1(3), 189-198. https://dergipark.org.tr/tr/download/article-file/63588.
• Karabıyık, L., Eker, M. & Anbar, A. (2008). Akademisyenlerin tükenmişlik düzeyini etkileyen faktörlerin belirlenmesi, Ankara Üniversitesi SBF Dergisi, 63(2), 91-115. https://doi.org/10.1501/SBFder_0000002061.
• Kırılmaz, A. Y., Çelen, Ü. & Sarp, N. (2003). İlköğretimde çalışan bir öğretmen grubunda tükenmişlik durumu araştırması. İlköğretim-Online, 2(1), 2-9. https://dergipark.org.tr/tr/pub/ilkonline/issue/8613/107272.
• Kudva, P. (1999). Impact of selected professional aspects on teacher burnout. ERIC Digests. http://files.eric.ed.gov/fulltext/ED438268.pdf.
• Kulavuz, D. (2006). Exploring burnout and participation in professional learning activities among university prep Turkish EFL instructors. [Doctoral Dissertation, Boğaziçi University]. YÖK Ulusal Tez Merkezi Veri Tabanı.
• Kushnir, T., Cohen, A., & Kitai, E. (2000). Continuing medical education and primary physicians? Job stress, burnout and dissatisfaction. Medical Education, 34(6), 430-436. https://doi.org/10.1046/j.1365-2923.2000.00538.x.
• Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113. https://doi.org/10.1002/job.4030020205.
• Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed.). CA: Consulting Psychologists Press.
• Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual. In Consulting Psychologists Press eBooks. https://ci.nii.ac.jp/ncid/BA37648763.
• Maslach, C., & Leiter, M. P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. Jossey-Bass Publishers. http://ci.nii.ac.jp/ncid/BA36626674.
• Maslach, C., & Leiter, M. P. (1999). Teacher burnout: A research agenda. In Cambridge University Press eBooks (pp. 295-303). https://doi.org/10.1017/cbo9780511527784.021.
• Mede, E. (2009). An analysis of relations among personal variables, perceived self-efficacy and social support on burnout among Turkish EFL teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 39-52. https://doi.org/10.17679/iuefd.23312.
• Merey, Z., Pişkin, M., Boysan, M. & Şehribanoğlu, S., (2013). Burnout among Turkish teachers: The influence of sleep quality and job satisfaction. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 332-342.
• Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 139-158. https://doi.org/10.1080/10573560308222.
• Prins, J. T., Hoekstra-Weebers, J. E. H. M., Gazendam-Donofrio, S. M., Dillingh, G. S., Bakker, A. B., Huisman, M., Jacobs, B., & Van Der Heijden, F. M. (2010). Burnout and engagement among resident doctors in the Netherlands: A national study. Medical Education, 44(3), 236-247. https://doi.org/10.1111/j.1365-2923.2009.03590.x.
• Schaufeli, W. B., Maslach, C., & Marek, T. (1993). Professional burnout: Recent developments in theory and research. Taylor & Francis. https://doi.org/10.4324/9781315227979.
• Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171. https://doi.org/10.1111/j.1464-0597.2008.00359.x.
• Shanafelt, T. D., Balch, C. M., Bechamps, G., Russell, T. P., Dyrbye, L. N., Satele, D., Collicott, P., Novotny, P. J., Sloan, J. A., & Freischlag, J. A. (2009). Burnout and career satisfaction among American surgeons. Annals of Surgery, 250(3), 463-471. https://doi.org/10.1097/sla.0b013e3181ac4dfd.
• Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001.
• Sunbul, M., A. (2014). Burnout of university academic staff in Turkey. International Conference on Postgraduate Research (ICPR 2014), Malaysia.
• Swietochowski, W. (2011). Professional burnout among university and high school teachers: Comparative study. Med Pr, 62(2), 133-143. https://pubmed.ncbi.nlm.nih.gov/21698873.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/s0742-051x(01)00036-1.
• Turgut, M. (2013). Academic self-efficacy beliefs of undergraduate mathematics education students. Acta Didactica Napocensia, 6(1), 33-40. http://dppd.ubbcluj.ro/adn/article_6_1_3.pdf.
• Vandenberghe, R., & Huberman, A. M. (Eds.). (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge University Press, (pp. 85-114). https://doi.org/10.1017/CBO9780511527784.
• Yılmaz, E. (2004). The relationship between novice and experienced teachers’ self-efficacy for classroom management and students’ perceptions of their teachers’ classroom management. [Master’s Dissertation, Bilkent University]. YÖK Ulusal Tez Merkezi Veri Tabanı. http://repository.bilkent.edu.tr/handle/11693/29495.
• Yoleri, S. (2012). Determining the factors that affect burnout and job satisfaction among academicians: A sample application on the Hitit University. Turkish Studies, 7(4), 589-600. https://doi.org/10.7827/turkishstudies.3973.