The Relationship Between Burnout and Perceived Dark Leadership Behaviors Among Primary School Classroom Teachers

Öz

This study aims to examine the relationship between primary school classroom teachers’ perceptions of school administrators’ dark leadership behaviors and teacher burnout. Classroom teachers may be particularly vulnerable to burnout due to the intensive student interaction, continuous emotion regulation, and relational demands associated with primary education. The study was conducted using the relational survey model, one of the quantitative research methods. The population of the study consisted of classroom teachers working in the Küçükçekmece district of Istanbul, and the study group consisted of 300 teachers selected through convenience sampling. The Maslach Burnout Inventory–Educators Survey and the Dark Leadership Scale were used as data collection instruments. Descriptive statistics, independent samples t-test, Welch ANOVA, Pearson correlation analysis, and linear regression analysis were used in data analysis. The findings revealed that teachers’ overall burnout levels were at a moderate level, whereas teachers’ perceptions regarding school administrators’ dark leadership behaviors were at a low level. Female teachers were found to have significantly higher levels of emotional exhaustion and overall burnout compared to male teachers. In addition, teachers with postgraduate education had higher emotional exhaustion, depersonalization, and overall burnout scores than other teachers. The findings also indicated positive and statistically significant relationships between perceived dark leadership behaviors and teacher burnout. Regression analysis results showed that perceived dark leadership behaviors showed statistically significant associations with teacher burnout. The findings indicate that perceptions of dark leadership are associated with teacher burnout and should be carefully considered in relation to school climate and teacher well-being.

Anahtar Kelimeler

• Dark Leadership
• Burnout
• Classroom Teacher
• School Administrator
• Educational Administration

İlkokul Sınıf Öğretmenlerinde Tükenmişlik ile Algılanan Karanlık Liderlik Davranışları Arasındaki İlişki

Öz

Bu araştırmanın amacı, ilkokullarda görev yapan sınıf öğretmenlerinin okul yöneticilerine ilişkin algıladıkları karanlık liderlik davranışları ile öğretmen tükenmişliği arasındaki ilişkiyi incelemektir. Özellikle sınıf öğretmenlerinin yoğun öğrenci etkileşimi, sürekli duygu düzenleme ve yüksek ilişkisel sorumluluk gerektiren çalışma koşulları, bu öğretmen grubunu tükenmişlik açısından dikkate değer bir konuma yerleştirmektedir. Nicel araştırma yöntemlerinden ilişkisel tarama modelinin kullanıldığı araştırmanın evrenini İstanbul ili Küçükçekmece ilçesinde görev yapan sınıf öğretmenleri oluşturmaktadır. Araştırmanın çalışma grubunu kolayda örnekleme yöntemiyle belirlenen 300 sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak Maslach Tükenmişlik Envanteri–Eğitimci Formu ile Karanlık Liderlik Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklemler t-testi, Welch ANOVA, Pearson korelasyon analizi ve doğrusal regresyon analizinden yararlanılmıştır. Araştırma bulguları, öğretmenlerin genel tükenmişlik düzeylerinin orta düzeyde, okul yöneticilerinin karanlık liderlik davranışlarına ilişkin öğretmen algılarının ise düşük düzeyde olduğunu göstermektedir. Kadın öğretmenlerin duygusal tükenme ve genel tükenmişlik düzeylerinin erkek öğretmenlere göre anlamlı düzeyde daha yüksek olduğu belirlenmiştir. Ayrıca yüksek lisans mezunu öğretmenlerin duygusal tükenme, duyarsızlaşma ve genel tükenmişlik puanlarının diğer öğretmenlere göre daha yüksek olduğu görülmüştür. Araştırma kapsamında okul yöneticilerine ilişkin algılanan karanlık liderlik davranışları ile öğretmen tükenmişliği arasında pozitif yönlü ve anlamlı ilişkiler bulunmuştur. Regresyon analizi sonuçları, algılanan karanlık liderlik davranışlarının öğretmen tükenmişliği ile istatistiksel olarak anlamlı ilişkiler gösterdiğini ortaya koymaktadır. Bulgular, okul yöneticilerine ilişkin karanlık liderlik algılarının öğretmenlerin tükenmişlik düzeyleriyle ilişkili olduğunu ve okul iklimi ile öğretmen iyi oluşu açısından dikkatle değerlendirilmesi gereken bir yönetsel değişken olduğunu ortaya koymaktadır.

Anahtar Kelimeler

• Karanlık liderlik
• Tükenmişlik
• Sınıf öğretmeni
• Okul yöneticisi
• Eğitim Yönetimi

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