Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2013, , 25 - 35, 15.01.2013
https://doi.org/10.12973/eu-jer.2.1.25

Öz

Kaynakça

  • Akgun, I. H. & Simsek, N. (2011). Turkiye ve Amerika Birlesik Devletleri egitim sistemlerinin karsilastirilmasi [Comparison of Education Systems of Turkey and the United States of America]. Ankara: Siyasal Publishing House.
  • Askar, P. & Umay, A. (2001). Ilkogretim matematik ogretmenligi ogrencllerinin bilgisayarla ilgili oz-yeterlik algisi [Self-efficacy perception of primary school mathematics teaching students]. Hacettepe Unii'ersitesi Egitim Fakultesi Dergisi, 21, 1-8.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Basturk, R. (2007). Kamu personel secme sinavina hazirlanan ogretmen adaylarinin sinav kaygi duzeylerinin incelenmesi [Examination of anxiety levels of candidate teachers who prepare for the public personnel selection exam]. Firat Univeristesi Sosyal Bilimler Dergisi, 17 (2), 163-176.
  • Blatchford, P. (2009). Class size. (Ed: Anderman, E.), Psychology of classroom learning: An Encyclopedia. Detroit: Macmillan Reference.
  • Blenkin, G. M. & Kelly, A. V. (1996). Early Childhood Education: A Developmental Curriculum. (Second ed.), London: Paul Chapman Publishing Ltd.
  • Buyukozturk, S. (2008). Sosyal bilimler icin veri analizi el kitabi [Data analysis manual for social sciences]. Ankara: Pegem Publication.
  • Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science, 30 (137), 74-81.
  • Capri, B. (2006). Tukenmislik olceginin Turkce uyarlamasi: Gecerlik ve guvenirlik calismasi [Turkish language adaptation of burnout scale: Validity and reliability study]. Mersin Universitesi Egitim Fakultesi Dergisi, 2 (1), 62-77.
  • Celik, V. (2002). Turk egitim sisteminin orgut ve yonetim yapisi [Organization and management structure of Turkish education system]. (Ed. Taspinar, M.), Ogretmenlik meslegi (Profession of teaching), Elazig: University Printing House.
  • Celikten, M., Sanal, M. & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri [Profession of teaching and its properties]. Sosyal Bilimler Enstitusu Dergisi, 19 (2), 207-237.
  • Dincer, M. A. & Uysal Kolasin, G. (2009). Turkiye’de ogrenci basarisinda esitsizligin belirleyicileri [Determinants of the inequality in the student success in Turkey]. Retrieved on 10.02.2013, from
  • http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/BETAMRapor.pdf
  • Durand, T. M. (2008). Celebrating diversity in early care and education settings: moving beyond the margins. Early Child Development and Care, 180 (7), 835-848.
  • Dworkin, A. G. (2001). Perspectives on teacher burnout and school reform. International Education Journal, 2 (2), 69-78.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., et al. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78, 558-580.
  • Ekici, G. (2006). Meslek lisesi ogretmenlerinin ogretmen oz-yeterlik inanclari uzerine bir arastirma [A research on the teacher self-efficacy beliefs of vocational high school teachers]. Eurasian Journal of Educational Research, 24, 87-96.
  • Ergin, C. (1992). Doktor ve hemsirelerde tukenmislik ve Maslach Tukenmislik Envanterinin uygulanmasi [Burnout in physicians and nurses, and application of Maslach Burnout Inventory]. Scientific Works of 7th National Psychology Congress, 143-154.
  • Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jassey-Bass.
  • Finn, J. D. & Achilles, C. M. (1999). Tennessee’s class size study: Findings, implications, misconceptions. Education Evaluation and Policy Analysis, 21, 97-109.
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30 (1), 159-165.
  • Greenberg, J. P. & Kahn, J. M. (2012). Early childhood education and care use: Differences by race/ethnicity and age. Journal of Children and Poverty, 18 (1), 23-54.
  • Kandir, A., Ozbey, S., & Inal, G. (2009). Okul oncesi ogretmenlerinin egitim programlarini planlama ve uygulamada karsilastiklari gucluklerin incelenmesi [Examination of difficulties encountered by pre-school teachers in planning and implementing their instructional programmes]. Uluslararasi Sosyal Arastirmalar Dergisi, 2 (6), 373-387.
  • Karakelle, S. & Canpolat, S. (2008). Tukenmislik duzeyi yuksek ilkogretim ogretmenlerinin ogrencilere yaklasim bicimlerinin incelenmesi [Examination of the approach to students of primary school teachers with a high level of burnout]. Egitim ve Bilim, 33 (147), 106-120.
  • Kesgin, E. (2006). Okul oncesi egitim ogretmenlerinin oz-yeterlilik duzeyleri ile problem cozme yaklasimlarini kullanma duzeyleri arasindaki iliskinin incelenmesi (Denizli Ili ornegi). [Examination of the correlation between the self-efficacy levels of pre-school education teachers and their levels to use their problem-solving approaches] (Example of Denizli province). Unpublished master’s thesis. Pamukkale University, Institute of Social Sciences, Denizli.
  • Kucukahmet, L. (2007). 2006-2007 ogretim yilinda uygulanmaya baslanan ogretmen yetistirme lisans programlarinin degerlendirilmesi [Evaluation of teacher training undergraduate programs, whose implementation was started in the 2006-2007 academic year]. Turk Egitim Bilimleri Dergisi, 5 (2), 203-218.
  • Lim, C., Maxwell, K. L., Able-Boone, H. & Zimmer, C. R. (2009). The impact of contextual characteristics on coursework and practice. Early Childhood Research Quarterly, 24, 64-76.
  • Maslach, C. & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Ministry of National Education, (1999). Ministry of National Education, Education Research and Development Agency, Modern Teacher Profile, 26.
  • _____, (2010). 18th National Education Council, the 2023 Vision in Education “Raising, Employment and Professional Development of Teachers”, Konya Regional Committee, Committee Report.
  • _____, (2012a). Application and appointment guide for teaching. Retrieved on 17.11.2012, from the following website
  • http://ikgm.meb.gov.tr/kilavuz/2012/Ogretmenlik%20Icin%20Basvuru%20ve%20Atama%20Kilavuzu%20(Subat%202012).pdf
  • _____, (2012b). Who can become teachers? Retrieved on 17.11.2012, from the following website http://personel.meb.gov.tr/upload/Kimler_ogretmen_olur.pdf
  • Nemser, S. F. (2003). What new teachers need to learn? Association for Supervision and Curriculum Development, 25-29.
  • Pines, A. M. & Aronson, E. (1988). Career burnout. New York: Free Press.
  • Saglam Ari, G. & Cina Bal, E. (2008). Tukenmislik kavrami: Birey ve orgutler acisindan onemi [The concept of burnout: Its significance for individuals and organizations]. Yonetim ve Ekonomi, 15 (1), 319-331.
  • Stewart, C. (2008). Avoid teacher burnout: Ways for early childhood educators to minimize job-related stress. Retrieved on 30.01.2013, from http://suite101.com/article/avoid-teacher-burnout-a42564.
  • Telef, B. B. (2011). Ogretmenlerin oz-yeterlikleri, is doyumlari, yasam doyumlari ve tukenmisliklerinin incelenmesi [Examination of teachers’ self-efficacies, work-satisfactions, life-satisfactions and burnouts]. Ilkogretim Online, 10 (1), 91-108.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Unal, N. (2006). Okul oncesi egitim kurumlarinda gorev yapan ogretmenlerin karsilastiklari sorunlar ve cozum onerileri [Problems encountered by teachers working at pre-school education institutions, and the solution suggestions]. Unpublished master’s thesis. Gazi University, Faculty of Social Sciences, Ankara.
  • Ustuner, M. (2004). Gecmisten gunumuze Turk egitim sisteminde ogretmen yetistirme ve gunumuz sorunlari [Teacher raising problems in Turkish education system from past to present, and the current relevant problems]. Inonu Egitim Fakultesi, 5 (7), 135-149.
  • Yaman, E. (2006). Egitim sistemindeki sorunlardan bir boyut: Buyuk siniflar ve sinif yonetimi [One of the dimensions of education system’s problems: Populated classrooms and class management]. Turk Egitim Bilimleri Dergisi, 4 (3), 261-274.
  • Yesilyaprak, B. (2002). Gelisim ve ogrenme psikolojisi [Development psychology and psychology of learning]. Ankara: Baran Printing House.
  • Yilmaz, M., Koseglu, P. Gercek, C., & Soran, H. (2004). Yabanci dilde hazirlanan bir ogretmen oz-yeterlik olceginin Turkce’ye uyarlanmasi [Turkish language adaptation of a teacher self-efficacy scale, which was originally prepared in a foreign language]. VI. National Natural Sciences and Mathematics Education Congress, Istanbul: Marmara University, September 9-11.

Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States

Yıl 2013, , 25 - 35, 15.01.2013
https://doi.org/10.12973/eu-jer.2.1.25

Öz

This study aimed to comparatively examine the self-efficacy and burnout levels of preschool teachers in Turkey and the United States. Of the general screening models, the study uses the relational screening model. A total of 90 teachers participated in the study. 32 of the participants were from the United States and 58 were from Turkey. The Teacher Self-Efficacy Scale and Burnout Scale were used in the study. The data were analyzed through the Whitney U-Test. According to the analyses regarding the selfefficacy levels of teachers, a significant difference in student participation sub-dimension as well as in total points in favor of the teachers in Turkey were found. However, no significant difference was found between the two countries with regards to teachers’ burnout levels. Regarding the self-efficacy levels of teachers working in Turkey, a significant difference was found in favor of teachers with two to five years of experience in the student participation sub-dimension, while no significant difference was found in the other sub-dimensions and in total points. On the other hand, no significant difference was determined was found between the self-efficacy levels and years of experience for the teachers in the United States. As for the sub-dimension and total points for emotional, mental, and physical exhaustion of the teachers working in Turkey, a significant difference was determined in favor of those who had a teaching experience of one year or less, while a significant difference was determined only in the mental exhaustion subdimension for the teachers in the United States. The difference in question was in favor of teachers with an experience of two to five years.

Kaynakça

  • Akgun, I. H. & Simsek, N. (2011). Turkiye ve Amerika Birlesik Devletleri egitim sistemlerinin karsilastirilmasi [Comparison of Education Systems of Turkey and the United States of America]. Ankara: Siyasal Publishing House.
  • Askar, P. & Umay, A. (2001). Ilkogretim matematik ogretmenligi ogrencllerinin bilgisayarla ilgili oz-yeterlik algisi [Self-efficacy perception of primary school mathematics teaching students]. Hacettepe Unii'ersitesi Egitim Fakultesi Dergisi, 21, 1-8.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Basturk, R. (2007). Kamu personel secme sinavina hazirlanan ogretmen adaylarinin sinav kaygi duzeylerinin incelenmesi [Examination of anxiety levels of candidate teachers who prepare for the public personnel selection exam]. Firat Univeristesi Sosyal Bilimler Dergisi, 17 (2), 163-176.
  • Blatchford, P. (2009). Class size. (Ed: Anderman, E.), Psychology of classroom learning: An Encyclopedia. Detroit: Macmillan Reference.
  • Blenkin, G. M. & Kelly, A. V. (1996). Early Childhood Education: A Developmental Curriculum. (Second ed.), London: Paul Chapman Publishing Ltd.
  • Buyukozturk, S. (2008). Sosyal bilimler icin veri analizi el kitabi [Data analysis manual for social sciences]. Ankara: Pegem Publication.
  • Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science, 30 (137), 74-81.
  • Capri, B. (2006). Tukenmislik olceginin Turkce uyarlamasi: Gecerlik ve guvenirlik calismasi [Turkish language adaptation of burnout scale: Validity and reliability study]. Mersin Universitesi Egitim Fakultesi Dergisi, 2 (1), 62-77.
  • Celik, V. (2002). Turk egitim sisteminin orgut ve yonetim yapisi [Organization and management structure of Turkish education system]. (Ed. Taspinar, M.), Ogretmenlik meslegi (Profession of teaching), Elazig: University Printing House.
  • Celikten, M., Sanal, M. & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri [Profession of teaching and its properties]. Sosyal Bilimler Enstitusu Dergisi, 19 (2), 207-237.
  • Dincer, M. A. & Uysal Kolasin, G. (2009). Turkiye’de ogrenci basarisinda esitsizligin belirleyicileri [Determinants of the inequality in the student success in Turkey]. Retrieved on 10.02.2013, from
  • http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/BETAMRapor.pdf
  • Durand, T. M. (2008). Celebrating diversity in early care and education settings: moving beyond the margins. Early Child Development and Care, 180 (7), 835-848.
  • Dworkin, A. G. (2001). Perspectives on teacher burnout and school reform. International Education Journal, 2 (2), 69-78.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., et al. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78, 558-580.
  • Ekici, G. (2006). Meslek lisesi ogretmenlerinin ogretmen oz-yeterlik inanclari uzerine bir arastirma [A research on the teacher self-efficacy beliefs of vocational high school teachers]. Eurasian Journal of Educational Research, 24, 87-96.
  • Ergin, C. (1992). Doktor ve hemsirelerde tukenmislik ve Maslach Tukenmislik Envanterinin uygulanmasi [Burnout in physicians and nurses, and application of Maslach Burnout Inventory]. Scientific Works of 7th National Psychology Congress, 143-154.
  • Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jassey-Bass.
  • Finn, J. D. & Achilles, C. M. (1999). Tennessee’s class size study: Findings, implications, misconceptions. Education Evaluation and Policy Analysis, 21, 97-109.
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30 (1), 159-165.
  • Greenberg, J. P. & Kahn, J. M. (2012). Early childhood education and care use: Differences by race/ethnicity and age. Journal of Children and Poverty, 18 (1), 23-54.
  • Kandir, A., Ozbey, S., & Inal, G. (2009). Okul oncesi ogretmenlerinin egitim programlarini planlama ve uygulamada karsilastiklari gucluklerin incelenmesi [Examination of difficulties encountered by pre-school teachers in planning and implementing their instructional programmes]. Uluslararasi Sosyal Arastirmalar Dergisi, 2 (6), 373-387.
  • Karakelle, S. & Canpolat, S. (2008). Tukenmislik duzeyi yuksek ilkogretim ogretmenlerinin ogrencilere yaklasim bicimlerinin incelenmesi [Examination of the approach to students of primary school teachers with a high level of burnout]. Egitim ve Bilim, 33 (147), 106-120.
  • Kesgin, E. (2006). Okul oncesi egitim ogretmenlerinin oz-yeterlilik duzeyleri ile problem cozme yaklasimlarini kullanma duzeyleri arasindaki iliskinin incelenmesi (Denizli Ili ornegi). [Examination of the correlation between the self-efficacy levels of pre-school education teachers and their levels to use their problem-solving approaches] (Example of Denizli province). Unpublished master’s thesis. Pamukkale University, Institute of Social Sciences, Denizli.
  • Kucukahmet, L. (2007). 2006-2007 ogretim yilinda uygulanmaya baslanan ogretmen yetistirme lisans programlarinin degerlendirilmesi [Evaluation of teacher training undergraduate programs, whose implementation was started in the 2006-2007 academic year]. Turk Egitim Bilimleri Dergisi, 5 (2), 203-218.
  • Lim, C., Maxwell, K. L., Able-Boone, H. & Zimmer, C. R. (2009). The impact of contextual characteristics on coursework and practice. Early Childhood Research Quarterly, 24, 64-76.
  • Maslach, C. & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Ministry of National Education, (1999). Ministry of National Education, Education Research and Development Agency, Modern Teacher Profile, 26.
  • _____, (2010). 18th National Education Council, the 2023 Vision in Education “Raising, Employment and Professional Development of Teachers”, Konya Regional Committee, Committee Report.
  • _____, (2012a). Application and appointment guide for teaching. Retrieved on 17.11.2012, from the following website
  • http://ikgm.meb.gov.tr/kilavuz/2012/Ogretmenlik%20Icin%20Basvuru%20ve%20Atama%20Kilavuzu%20(Subat%202012).pdf
  • _____, (2012b). Who can become teachers? Retrieved on 17.11.2012, from the following website http://personel.meb.gov.tr/upload/Kimler_ogretmen_olur.pdf
  • Nemser, S. F. (2003). What new teachers need to learn? Association for Supervision and Curriculum Development, 25-29.
  • Pines, A. M. & Aronson, E. (1988). Career burnout. New York: Free Press.
  • Saglam Ari, G. & Cina Bal, E. (2008). Tukenmislik kavrami: Birey ve orgutler acisindan onemi [The concept of burnout: Its significance for individuals and organizations]. Yonetim ve Ekonomi, 15 (1), 319-331.
  • Stewart, C. (2008). Avoid teacher burnout: Ways for early childhood educators to minimize job-related stress. Retrieved on 30.01.2013, from http://suite101.com/article/avoid-teacher-burnout-a42564.
  • Telef, B. B. (2011). Ogretmenlerin oz-yeterlikleri, is doyumlari, yasam doyumlari ve tukenmisliklerinin incelenmesi [Examination of teachers’ self-efficacies, work-satisfactions, life-satisfactions and burnouts]. Ilkogretim Online, 10 (1), 91-108.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Unal, N. (2006). Okul oncesi egitim kurumlarinda gorev yapan ogretmenlerin karsilastiklari sorunlar ve cozum onerileri [Problems encountered by teachers working at pre-school education institutions, and the solution suggestions]. Unpublished master’s thesis. Gazi University, Faculty of Social Sciences, Ankara.
  • Ustuner, M. (2004). Gecmisten gunumuze Turk egitim sisteminde ogretmen yetistirme ve gunumuz sorunlari [Teacher raising problems in Turkish education system from past to present, and the current relevant problems]. Inonu Egitim Fakultesi, 5 (7), 135-149.
  • Yaman, E. (2006). Egitim sistemindeki sorunlardan bir boyut: Buyuk siniflar ve sinif yonetimi [One of the dimensions of education system’s problems: Populated classrooms and class management]. Turk Egitim Bilimleri Dergisi, 4 (3), 261-274.
  • Yesilyaprak, B. (2002). Gelisim ve ogrenme psikolojisi [Development psychology and psychology of learning]. Ankara: Baran Printing House.
  • Yilmaz, M., Koseglu, P. Gercek, C., & Soran, H. (2004). Yabanci dilde hazirlanan bir ogretmen oz-yeterlik olceginin Turkce’ye uyarlanmasi [Turkish language adaptation of a teacher self-efficacy scale, which was originally prepared in a foreign language]. VI. National Natural Sciences and Mathematics Education Congress, Istanbul: Marmara University, September 9-11.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA59ZY32JF
Bölüm Araştırma Makalesi
Yazarlar

Maide Orcan Bu kişi benim

Yayımlanma Tarihi 15 Ocak 2013
Yayımlandığı Sayı Yıl 2013

Kaynak Göster

APA Orcan, M. (2013). Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States. European Journal of Educational Research, 2(1), 25-35. https://doi.org/10.12973/eu-jer.2.1.25
AMA Orcan M. Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States. eujer. Ocak 2013;2(1):25-35. doi:10.12973/eu-jer.2.1.25
Chicago Orcan, Maide. “Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States”. European Journal of Educational Research 2, sy. 1 (Ocak 2013): 25-35. https://doi.org/10.12973/eu-jer.2.1.25.
EndNote Orcan M (01 Ocak 2013) Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States. European Journal of Educational Research 2 1 25–35.
IEEE M. Orcan, “Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States”, eujer, c. 2, sy. 1, ss. 25–35, 2013, doi: 10.12973/eu-jer.2.1.25.
ISNAD Orcan, Maide. “Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States”. European Journal of Educational Research 2/1 (Ocak 2013), 25-35. https://doi.org/10.12973/eu-jer.2.1.25.
JAMA Orcan M. Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States. eujer. 2013;2:25–35.
MLA Orcan, Maide. “Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States”. European Journal of Educational Research, c. 2, sy. 1, 2013, ss. 25-35, doi:10.12973/eu-jer.2.1.25.
Vancouver Orcan M. Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States. eujer. 2013;2(1):25-3.