YETERİNCE HAZIR MIYDIK? : COVID-19 PANDEMİSİ SIRASINDA UZAKTAN EĞİTİMDE İNGİLİZCE DİLİ ÖĞRETMENLERİNİN TÜKENMİŞLİK DÜZEYLERİ VE MESLEKİ ÖZ YETERLİLİKLERİ ÜZERİNE BİR ARAŞTIRMA

Yıl 2023, Sayı: 67, 126 - 154, 30.07.2023

Ayşenur Uluyol , Kağan Büyükkarcı

https://doi.org/10.21764/maeuefd.1086135

Öz

İlk olarak 2019 yılında ortaya çıkan ve tüm dünyada ölümlere neden olan korona virüsü, hayatın her alanını etkisi altına almış ve sosyal kısıtlamalara neden olmuştur Bu önlemler önemli eğitim değişiklikleri ile sonuçlanmıştır. Bugüne kadar sadece destekleyici bir eğitim türü olan uzaktan eğitim, COVID19 nedeniyle uzun süredir eğitimde tek alternatif haline geldi. Sonuç olarak, öğrenciler ve öğretmenler hiçbir ön hazırlık yapmadan bu sürece uyum sağlamaya çalışmakta zorlanmışlardır. Bu araştırma, İngilizce öğretmenlerinin COVID19 sürecinde zorunlu uzaktan eğitime ilişkin genel algılarını, tükenmişlik düzeylerini ve mesleki öz-yeterlik algılarını belirlemek amacıyla yapılmıştır. Bu üç kategoriyi incelemek için Maslach'ın Tükenmişlik Envanteri ve Bandura'nın Öz-yeterlik Ölçeği kullanılarak bir anket geliştirilmiştir. Türkiye'den toplam 172 İngilizce öğretmeni anketi yanıtlamıştır. Ayrıca yarı yapılandırılmış görüşme araştırması yapılmıştır. Görüşme çalışmasına 16 öğretmen katılmıştır. Anket ve görüşme verilerine dayalı olarak zorunlu uzaktan eğitim sürecinde İngilizce öğretmenlerinin tükenmişlik düzeylerinin nispeten yüksek olduğu tespit edilmiştir. İngilizce öğretmenlerinin mesleki öz-yeterlik algıları da yüksek bulunmuştur. Katılımcı öğretmenler mesleki açıdan yeterince yetkin olduklarını ancak zorunlu uzaktan eğitim sürecinin yürütülmesinin zor bir süreç olduğunu belirtmişlerdir.

Anahtar Kelimeler

COVID19, Uzaktan Eğitim, İngilizce Öğretmenleri, Tükenmişlik Sendromu

Destekleyen Kurum

Süleyman Demirel Üniversitesi

WERE WE PREPARED ENOUGH? A STUDY ON THE BURNOUT LEVELS AND PROFESSIONAL SELF-EFFICACY OF ENGLISH LANGUAGE TEACHERS IN DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

Öz

The corona virus, which first appeared in 2019 and has caused deaths all around the world, has had an impact on all aspects of life and has resulted in social constraints. These mesasures have resulted in significant educational changes. Distance education, which has only been a supportive education type until today, has become the only alternative in education for a long time due to COVID19. This study was carried out to find out English language teachers’ general perceptions related to the obligatory distance education in the process of COVID19, their burnout level, and their professional self-efficacy perceptions. In order to examine these three categories, a questionnaire was developed using Maslach’s Burnout Inventory and Bandura’s Self-efficacy Scale. A total of 172 English teachers from Turkey responded to the questionnaire. In addition, a semi-structured interview research was conducted. The interview study included 16 teachers. It was determined that the English language teachers' burnout levels were relatively high in the process of obligatory distance education. English language teachers’ professional self-efficacy perceptions are found to be high as well. Participating teachers stated that they are professionally competent enough, but that the compulsory distance education process is a difficult process to carry out.

Anahtar Kelimeler

distance education, ELT, burnout

Kaynakça

• Arabacı, İ. B., & Polat, M. (2013). Dijital yerliler, dijital göçmenler ve sinif yönetimi. Elektronik Sosyal Bilimler Dergisi, 12(47), 11-20.
• Bashir, M. F., Ma, B., Komal, B., Bashir, M. A., Tan, D., & Bashir, M. (2020). Correlation between climate indicators and COVID-19 pandemic in New York, USA. Science of The Total Environment, 728, 138835.
• Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2021). A silver lining of coronavirus: Jordanian universities turn to distance education. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 1-11.
• Bayani, A. A., Bagheri, H., & Bayani, A. (2013). Influence of gender, age, and years of teaching experience on burnout. Annals of Biological Research, 4(4), 239-243.
• Bergman, M. M. (2011). Troubles with triangulation. Advances in mixed methods research. SAGE Publications.
• Burzynska, K., & Contreras, G. (2020). Gendered effects of school closures during the COVID-19 pandemic. The Lancet, 395(10242), 1968.
• Candlin, C. N., & Edelhoff, C. (1982). Challenges: Teacher’s Handbook. Longman.
• Denzin, N. K. (1977). Childhood socialization. Transaction Publishers, Rutgers.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
• Gavish, B., & Friedman, I.A. (2010). Novice teachers' experience of teaching: a dynamic aspect of burnout. Social Psychology of Education, 13,141-167.
• Hedstrom,B. (2017). How differentiated “pop up” comprehension checks can help all students understand grammar. Retrieved from https://www.brycehedstrom.com/
• Hismanoglu, M. (2012). Prospective EFL teachers' perceptions of ICT integration: A study of distance higher education in Turkey. Journal of Educational Technology & Society, 15(1), 185-196.
• Hsiang, S., Allen, D., Annan-Phan, S., Bell, K., Bolliger, I., Chong, T., & Wu, T. (2020). The effect of large-scale anti-contagion policies on the COVID-19 pandemic. Nature, 584(7820), 262-267.
• Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741.
• Maslach, C., & Pines, A. (1977). The burn-out syndrome in the day care setting. Child Care Quarterly, 6(2), 100-113.
• Meeter, M. (2021). Primary school mathematics during Covid-19: No evidence of learning gaps in adaptive practicing results [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/8un6x
• Moalosi, W. T. S., & Forcheh, N. (2015). Self-efficacy levels and gender differentials among teacher trainees in colleges of education in Botswana. Journal of Education and Learning, 4(3), 1-13.
• Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES) 4(4),352-369.
• Pellerone, M. (2021). Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers. European Journal of Investigation in Health, Psychology and Education, 11(2), 496-512.
• Sahin, M. D., & Öztürk, G. (2019). Mixed method research: theoretical foundations, designs and its use in educational research. International Journal of Contemporary Educational Research, 6(2), 301-310.
• Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016.
• Timms, C., Graham, D., & Caltabiano, M. (2006). Gender implication of perceptions of trustworthiness of school administration and teacher burnout/job stress. Australian Journal of Social Issues, 41(3), 343-358.
• Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4),1-5.
• Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pandemic: using the whole teacher lens to examine educator’s experiences and insights. Educational Media International, 1-16. https://doi.org/10.1080/09523987.2021.1930479
• UNESCO (2020, May). Guidance on Open Educational Practises during School Closures. Retrieved June 24, 2021 from https://educacion.udd.cl/aprendizaje180/files/2020/12/UNESCO-IITE-Guidance-on-Open-Educational-Practices-during-School-Closures-2020.pdf
• Wut, T. M., & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of COVID-19: a social presence theory perspective. Asia Pacific Education Review, 1-13.
• Zabel, R. H., & Kay Zabel, M. (2001). Revisiting burnout among special education teachers: Do age, experience, and preparation still matter?. Teacher Education and Special Education, 24(2), 128-139.
• Zhang, L., Zhang, D., Fang, J., Wan, Y., Tao, F., & Sun, Y. (2020). Assessment of mental health of Chinese primary school students before and after school closing and opening during the COVID-19 pandemic. JAMA Network Open, 3(9), 1-4.
• Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management.13(3),55.