EARLY CHILDHOOD TEACHERS’ WILLINGNESS TO TEACH, TEACHING EFFICACY AND TEACHER BURNOUT

Year 2019, Volume: 3 Issue: 1, 16 - 42, 08.07.2020

Hüseyin Kotaman

Abstract

The purpose of the study was to examine the predictive power of Turkish early childhood teachers’ teaching efficacy levels, willingness to teach, gender, education, professional experience, and years of professional education, for teacher burnout. Participants were 219 early childhood teachers from Turkey. Ages ranged from 20 to 51 years. Of the 219 participants, 188 were female and 31 were male. Participants responded to the Turkish version of the Maslach Burnout Inventory-Educator Survey, the Turkish version of the Teachers’ Sense of Efficacy Scale, and scoring of an item, “I am teaching willingly”, on a 5-point scale. Stepwise regression analyses were conducted for each sub-dimension of teacher burnout. Results revealed that willingness to teach, student engagement, and years of professional education explained 40% of the variance in emotional exhaustion. Student engagement alone explained 25% of the variance in personal accomplishment. Finally, willingness to teach and general teaching efficacy appeared to be significant predictors for depersonalization sub dimension of teacher burnout. Accordingly, implications and contributions are discussed.

Keywords

teacher burnout,, ; willingness to teach,, teaching efficacy,, early childhood

References

• Akman, B., Taşkın, N., Özden, Z., & Çörtü, F. (2010). Okul öncesi öğretmenlerinde tükenmişlik üzerine bir çalışma. Elementary Education Online, 9 (2), 897-815.
• Aksu, M., Demir, E. C., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the fu-ture teachers in Turkey? Characteristics of entering student teachers. Interna-tional Journal of Educational Development, 30, 91-101. doi:10.1016/j.ijedudev.2009.06.005.
• Aloe, A. M., Amo, C. L., & Shanahan, E. M. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychological Review, 26, 101-126. Doi: 10.1007s10648-013-9244-0.
• Bakker, B. A. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior 66, 26-44. doi: 10.1016/j.jvb.2003.11.001.
• Betoret, D. F. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach. Educational Psychology, 29 (1), 45-68, doi: 10.1080/01443410802459234.
• Borg, G. M., & Riding, J. R. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17 (3), 263-281.
• Brown, G. C. (2012). A systematic review of the relationship between self-efficacy and burnout in teachers. Educational & Child Psychology, 29 (1), 47-64.
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and per-ceived self-efficacy in classroom management. Teaching and Teacher Education 16, 239-253.
• Brudnik, M. (2009). Perception of self-efficacy and professional burnout in general ed-ucation teachers. Human Movement, 10 (2), 170-175. doi: 10.2478/v10038-009-0013-3.
• Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of stu-dents’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18, 453–467.
• Chan, W. D. (2007). Burnout, self-efficacy, and successful intelligence among Chinese prospective and in-service school teachers in Hong Kong. Educational Psychol-ogy, 27 (1), 33-49. doi: 10.1080/01443410601061397.
• Chwalisz, K., Altmaier, M. E., & Russell, W. D. (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psy-chology, 11 (4), 377-400.
• Cabell, Q. S., Justice, M. L., Piasta, B. S., Curenton, M. S., Wiggins, A., Turnbull, P. K., & Petscher, Y. (2011). The impact of teacher responsivity education on pre-schoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20, 315-330.
• Cote, M. S., Japel, C., Sequin, R. J., Mongeau, C., Xu, Q., & Tremblay, E. R. (2013). Child care quality and cognitive development: Trajectories leading to better pre-academic skills. Child Development, 84 (2), 752-766.
• Deci, L. E. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18 (1), 105-115.
• Evers, G. J. W., 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, 227-243.
• Evers, G. J. W., Tomic, W., & Brouwers, A. (2004). Burnout among teachers. School Psychology International, 25 (2), 131-148. doi: 10.1177/0143034304043670.
• Egyed, J. C., & Short, J. R. (2006). Teacher self-efficacy, burnout, experience and deci-sion to refer a disruptive student. School Psychology International, 27 (4), 462-474. doi: 10.1177/0143034306070432.
• Esmeray, A., & Erçen, Y. (2007). Öğretmenlerin mesleki tükenmişlik düzeyleri Mersin ilinde karşılaştırmalı bir inceleme. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (36), 1-8.
• Fernet, C., Guay, F., Senecal, C., & Austin, S. (2012). Predicting intraindividual chang-es in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525. doi: 10.1016/j.tate.2011.11.013.
• Garcia-Ros, R., Fuentes, C. M., & Fernandez, B. (2015). Teachers’ interpersonal self-efficacy: Evaluation and predictive capacity of teacher burnout. Electronic Jour-nal of Research in Educational Psychology, 13 (3), 483-502. doi: org/10.14204/ejrep.37.14105.
• Girgin, G., ve Baysal, A. (2005). Zihinsel engelli öğrencilere eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi ve bazı değişkenler (İzmir örneği). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 1-10.
• Guglielmi, S. R., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Re-search, 68 (1), 61-99.
• Hakanen, J. J., Bakker, B. A., & Schaufeli, B. W. (2006). Burnout and work engage-ment among teachers. Journal of School Psychology, 43, 495-513. doi: 10.1016/jsp.2005.11.001.
• Hong, Y. J. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18 (4), 417-440, doi: 10.1080/13540602.2012.696044.
• Kabadayı, A. (2015). Investigating the burnout levels of Turkish preschool teachers. Procedia Social Behavioral Sciences, 197, 156-160.
• Kahn, H. J., Schneider, T. K., Jenkins-Henkelman, M. T., & Moyle, L. L. (2006). Emo-tional social support and job burnout among high-school teachers: is it all due to dispositional affectivity? Journal of Organizational Behaviour, 27, 793-807. doi: 10.1002/job.397.
• Kim, H., & Cho, Y. (2014). Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock. Asia-Pacific Journal of Teacher Education, 42(1), 67–81.
• Leung, P. Y. D., & Lee, S. W. W. (2006). Predicting intention to quit among Chinese teachers: Differential predictability of the components of burnout. Anxiety, Stress, & Coping, 19 (2), 129-141. doi: 10.1080/10615800600565476.
• Malmberg, L. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22, 58–76.
• Mansfield, C. F., & Beltman, S. (2014). Teacher motivation from a goal content per-spective: Beginning teachers’ goals for teaching. International Journal of Edu-cational Research, 65, 54–64.
• Maslach, C., & Jackson, E. S. (1981). Measurement of experienced burnout. Journal of Occupational Behavior, 2 (2), 99-113.
• Milfont, L. T., Denny, S., Ameratung, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers. Social Indicators Research, 89, 169-177. doi: 10.1007/s11205-007-9229-9.
• Roness, D. (2011). Still motivated? The motivation for teaching during the second year in the profession. Teaching and Teacher Education, 27, 628–638.
• Sağır, M. (2015). Öğretmenlerin örgütsel depresyon ve mesleki tükenmişlik düzeyleri arasındaki ilişki. Turkish Journal of Education, 4 (3), 29-42.
• Skaalvik, M. E., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069. doi: 10.1016/j.tate.2009.11.001.
• Seferoğlu, S. S., Yıldız, H., & Yücel, A. Ü. (2014). Öğretmenlerde tükenmişlik: Tü-kenmişliğin göstergeleri ve bu göstergelerin çeşitli değişkenler açısından incelenmesi. Eğitim ve Bilim, 39, 348-364. doi: 10.15390/EB.2014.2515.
• Schaufeli, B. W., & Taris, W. T. (2005). The conceptualization and measurement of burnout: Common ground and worlds. Work & Stress, 19 (3), 256-262. doi: 10.1080/02678370500385913.
• Tang, S-K. C., Au, W-T., Schwarzer, R., & Schmitz, G. (2001). Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout. Journal of Organizational Behavior, 22, 887-901. doi: 10.1002/job.120.
• Timms, C., Graham, D., & Caltabiano, M. (2006). Gender implication of perceptions of trustworthiness of school administration and teacher burnout/job stress. Austral-ian Journal of Social Issues, 41 (3), 343-358.
• Tschannen-Moran, Hoy, A. W., & Hoy, K. W. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
• Tuğrul, B., & Çelik, E. (2002). Normal çocuklarla çalışan anaokulu öğretmenlerinde tükenmişlik. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 12 (2), 1-11.
• (2017, September 16). Milli Eğitim Bakanı Yılmaz: Bu yıl 207 öğretmen istifa etti (Na-tional Education Minister Yılmaz: This year 207 teacher resign). Hürriyet. Re-trieved from www.hurriyet.com.tr/bu-yil-207-ogretmen-istifa-etti-40580635 .