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Öğretmenlerde Tükenmişliği Akılcı Olmayan İnançlar İle Bazı Değişkenlere Göre Yordanması

Yıl 2006, Cilt: 3 Sayı: 26, 17 - 33, 18.04.2006

Bülent Gündüz

Öz

Bu çalışmanın amacı, öğretmenlerde tükenmiş-liğin akılcı olmayan inançlar ile mesleki ve kişisel de-ğişkenlere göre yordanmasını incelemektir. Araştırmaya, Mersin ilindeki resmi ve özel ilköğretim okullarında görev yapan 633 öğretmen katılmıştır. Araştırmada, tükenmişliği ölçmek için “Maslach Tükenmişlik Envan-teri (MTE)”; akılcı olmayan inançlar için “Akılcı Ol-mayan İnançlar Ölçeği-Öğretmen Formu (AOİÖ-ÖF)”; kişisel ve mesleki özellikleri belirlemek üzere “Kişisel Bilgi Formu” kullanılmıştır. Araştırmadan elde edilen bulgulara göre, öğretmenlerde tükenmişliği yordamada en önemli katkı akılcı olmayan inançlardan gelmekte-dir.

Anahtar Kelimeler

-

Kaynakça

  • Abrams, M. ve Ellis, A. (1994), “Rational Emotive Behaviour Therapy in the treatment of stress”, Journal of Guidance and Counseling, 22 (1), 117-123.
  • Anderson, S.L. (2000), “The effects of rational emotive behavior intervention on irrational beliefs and burnout among middle school teachers in the State of Iowa”, Doctora Thesis, University of Northern Iowa.
  • Baysal, A.(1995), “Lise ve dengi okul öğret- menlerinde tükenmişliğe etki eden faktörler”, Yayın- lanmamış Doktora Tezi, DEÜ Sosyal Bilimler Enstitü- sü, İzmir.
  • Bruce, A., Thyer, J.D. ve Kilgore, S.A. (1983), “Relationships between irrational thinking and psychiatric symptomatology”, The Journal of Psychology, 113, 31-34.
  • Demerouti, E., Bakker, A.B., Nachreiren, F. ve Schaufeli, W.B. (2000), “The job demands-resources model of burnout”, Journal of Applied Psychology, 86 (3), 499-512.
  • Ellis, A. (1962), Reason and Emotion in Psychotheraphy, New York: Springer. (1977), “Rational-emotive therapy: research data supports the clinical and personality hypothesis of RET and other models of cognitive-behavior therapy”, The Counseling Psychologist, 7 (1), 2-20.
  • Ergin, C. (1992), “Doktor ve hemşirelerde tü- kenmişlik ve Maslach Tükenmişlik Envanteri‟nin uyar- lanması”, 7. Ulusal Psikoloji Kongresi, Ankara
  • Farber, B.A. (1984), “Teacher burnout: Assumptions, myths, and issues”, Teachers College Record, 86, 321-338.
  • Friesen, D., Prokop, C.M. ve Sarros, J.C. (1988), “Why teacher burnout”, Educational Research Quarterly, 12 (3), 9-19.
  • Girgin, G. (1995), “İlkokul öğretmenlerinde meslekten tükenmişliğin gelişimini etkileyen değişken- lerin analizi ve bir model önerisi”, Yayınlanmamış Dok- tora Tezi, DEÜ Sosyal Bilimler Enstitüsü, İzmir.
  • Gold, Y. (1985), “The relationship of six personal and life history variables to standing on three dimension of the Maslach Burnout Inventory in a sample of elementary and junior high school teachers”, Educational and Psychological Measurement. 45, 377- 387.
  • Gold, Y. ve Buchelor, P. (1988), “Signs of burnout are evident for practice teachers during the teacher training period”, Education, 108 (4), 546-555.
  • Hock, R. (1988), “Professional burnout among public school teachers”, Public Personnel Management, 17 (2), 12-16.
  • Iwanicki, E.F. (1983). Toward understanding and alleviating teacher burnout, Theory İnto Practice, 22 (1), 27-32.
  • Jones, R.G. (1969), “A factored measure of Ellis irrational beliefs system, with personality and maladjustment correlates”, Doctoral Tesis, Texas Technological Collage.
  • Koustelios, A. (2001), “Organizational factors as predictors of teachers‟ burnout”, Psychol Rep, 88 (3), 627-634.
  • Kozan, K. (1983). “Davranış bilimleri araştır- malarında sosyal beğenirlik boyutu ve Türkiye için bir sosyal beğenirlik ölçeği. ODTÜ Gelişme Dergisi, 10 (3), 447-478.
  • Kyriacou, C. (1987), “Teacher stress and burnout: An international review”, Educational Research, 29, 146-152.
  • Lunenburg, F. ve Cadavid, V. (1992), “Locus of control, pupil control ideology, and dimentions of teacher burnout”, Journal of İnstructional Psychology, 19 (1), 13-22.
  • Maslach, C. (1981), “Burnout: A social psychological analysis”, (Ed: J.W.Jones), The Burnout Syndrome, Pask Ridge I: London House Press, 30-49.
  • Maslach, C. ve Jackson, S.E. (1986), Maslach Burnout Inventory Manua, Palo Alto, CA Consulting Psychologist Press.
  • Maslach, C. ve Jackson, S.E. (1981), “The measurement of experienced burnout”, Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C., Schaufeli, W.B. ve Leiter, M.P. (2001), “Job burnout”, Annu. Rev. Psychol. 52, 397- 422.
  • Mayhaw, R. ve Edelman, R.J. (1989), “Self- esteem, irrational beliefs and coping strategies in relation to eating problems in a non-clinical population”, Personality and Individual Differences, 10 (5), 581-584 .
  • Minibaş, J. (1992a), “Özel ve devlet okulların- da görev yapan öğretmenlerin iş tatmini düzeyi ve bu düzeyin engellenme karşısında gösterilen tepki tipi ve saldırganlık yönü ile ilişkisi”, VII. Ulusal Psikoloji Kongresi, Hacettepe Üniversitesi, Ankara.
  • Perlman, B. ve Hartman, E.A. (1982), “Burnout: Summary and future research”, Human Relations, 35 (4), 283-305.
  • Pines, A. (2002), “A psychoanalytic-existential approach to burnout demonsrated the cases of a nurse, a teacher, and a manager”, Psychotherapy, Theory, Research, Practice, Training, 39 (1), 103-113.
  • Russel, D.W., Altmaier, E. ve Van Velzen, I.D. (1987), “Job-related stress, social support, and burnout among classroom teachers”, Journal of Applied Psychology, 72 (2), 269-274.
  • Sarros, J.C. ve Sarros, A.M. (1987), “Predictor of teacher burnout”, The Journal of Educational Administration, 25 (2), 216-230.
  • Sears, S.F., Urizar, G.G. ve Evans, G.D. (2000), “Examing a stress-coping model of burnout and depression in extension agents”, Journal of Occupational Health Psychology, 5 (1), 56-62.
  • Selye, H. (1974), Stress Without Distress, Phidelphia: Lippincott.
  • Stebbins, P. ve Pakenham, K.I. (2001), “Irrational schematic beliefs and psychological distress in caregivers of people with traumatic brain injury”, Rehabilitation Psychology, 46 (2),178-194.
  • Sucuoğlu, B. ve Kuloğlu, N. (1996), “Özürlü çocuklarla çalışan öğretmenlerde tükenmişliğin Değer- lendirilmesi”, Türk Psikoloji Dergisi, 10 (36), 44-60.
  • Şahin, N.H. ve Şahin, N. (1992). Bir kültürde fonksiyonel olan tutumlar bir başka kültürde de öyle midir? Fonksiyonel Oymayan Tutumlar Ölçeğinin psikometrik özellikleri, Psikoloji Dergisi, 7 (26), 30-40.
  • Taormina, R.J. ve Law, C.M. (2000), “Approaches to preventing burnout: the effects of personal stress management and organizational socialization”, Journal of Nursing Management, 8 (2), 89-99.
  • Tümkaya, S. (1996), “Öğretmenlerdeki tü- kenmişlik, görülen psikolojik belirtiler ve başaçıkma davranışları”, Yayınlanmamış Doktora Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  • Türküm, S. (1999), Bilişsel-davranışçı yakla- şıma dayalı grupla psikolojik danışmanın bilişsel çar- pıtmalar ve iletişim becerileri üzerindeki etkisi, Eskişe- hir: Anadolu Üniv. Yayınları.
  • Webber, J. ve Coleman, M. (1988), “Using Rational-emotive Theraphy to prevent classroom problems”, Exceptional Children, 21 (1), 32-35.
  • Weissman, A.N., ve Beck, A.T. (1978). “Development and validation of the Dysfunctional Attitude Scale: A preliminary investigation. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, Ontario
  • Zwemer, W.A. ve Deffenbacher, J.L. (1984), “Irrational beliefs, anger and anxiety”, Journal of Counseling Psychology, 31, 391-393.

THE PREDICTION OF THE TEACHERS’ BURNOUT ACCORDING TO THE IRRATIONAL BELIEFS AND VOCATIONAL AND PERSONAL VARIABLES

Yıl 2006, Cilt: 3 Sayı: 26, 17 - 33, 18.04.2006

Bülent Gündüz

Öz

The purpose of this study was to investigate the prediction of the teachers‟ burnout according to the ırrational beliefs and vocational and personal variables. The sample of the study consisted of 633 elementary school teachers working in official and private primary schools in Mersin. To find out the burnout in this research “Maslach Burnout Inventory (MBI)” was used. To reveal the irrational beliefs “Irrational Beliefs Scale-Teacher Questionare (IBS-TQ) was used, and the data related to teachers‟ personal and vocational features were collected by “Personal Data Questionaire.”, as well. In this research the most significant variables which predict the burnout were irrational beliefs.

Anahtar Kelimeler

-

Kaynakça

  • Abrams, M. ve Ellis, A. (1994), “Rational Emotive Behaviour Therapy in the treatment of stress”, Journal of Guidance and Counseling, 22 (1), 117-123.
  • Anderson, S.L. (2000), “The effects of rational emotive behavior intervention on irrational beliefs and burnout among middle school teachers in the State of Iowa”, Doctora Thesis, University of Northern Iowa.
  • Baysal, A.(1995), “Lise ve dengi okul öğret- menlerinde tükenmişliğe etki eden faktörler”, Yayın- lanmamış Doktora Tezi, DEÜ Sosyal Bilimler Enstitü- sü, İzmir.
  • Bruce, A., Thyer, J.D. ve Kilgore, S.A. (1983), “Relationships between irrational thinking and psychiatric symptomatology”, The Journal of Psychology, 113, 31-34.
  • Demerouti, E., Bakker, A.B., Nachreiren, F. ve Schaufeli, W.B. (2000), “The job demands-resources model of burnout”, Journal of Applied Psychology, 86 (3), 499-512.
  • Ellis, A. (1962), Reason and Emotion in Psychotheraphy, New York: Springer. (1977), “Rational-emotive therapy: research data supports the clinical and personality hypothesis of RET and other models of cognitive-behavior therapy”, The Counseling Psychologist, 7 (1), 2-20.
  • Ergin, C. (1992), “Doktor ve hemşirelerde tü- kenmişlik ve Maslach Tükenmişlik Envanteri‟nin uyar- lanması”, 7. Ulusal Psikoloji Kongresi, Ankara
  • Farber, B.A. (1984), “Teacher burnout: Assumptions, myths, and issues”, Teachers College Record, 86, 321-338.
  • Friesen, D., Prokop, C.M. ve Sarros, J.C. (1988), “Why teacher burnout”, Educational Research Quarterly, 12 (3), 9-19.
  • Girgin, G. (1995), “İlkokul öğretmenlerinde meslekten tükenmişliğin gelişimini etkileyen değişken- lerin analizi ve bir model önerisi”, Yayınlanmamış Dok- tora Tezi, DEÜ Sosyal Bilimler Enstitüsü, İzmir.
  • Gold, Y. (1985), “The relationship of six personal and life history variables to standing on three dimension of the Maslach Burnout Inventory in a sample of elementary and junior high school teachers”, Educational and Psychological Measurement. 45, 377- 387.
  • Gold, Y. ve Buchelor, P. (1988), “Signs of burnout are evident for practice teachers during the teacher training period”, Education, 108 (4), 546-555.
  • Hock, R. (1988), “Professional burnout among public school teachers”, Public Personnel Management, 17 (2), 12-16.
  • Iwanicki, E.F. (1983). Toward understanding and alleviating teacher burnout, Theory İnto Practice, 22 (1), 27-32.
  • Jones, R.G. (1969), “A factored measure of Ellis irrational beliefs system, with personality and maladjustment correlates”, Doctoral Tesis, Texas Technological Collage.
  • Koustelios, A. (2001), “Organizational factors as predictors of teachers‟ burnout”, Psychol Rep, 88 (3), 627-634.
  • Kozan, K. (1983). “Davranış bilimleri araştır- malarında sosyal beğenirlik boyutu ve Türkiye için bir sosyal beğenirlik ölçeği. ODTÜ Gelişme Dergisi, 10 (3), 447-478.
  • Kyriacou, C. (1987), “Teacher stress and burnout: An international review”, Educational Research, 29, 146-152.
  • Lunenburg, F. ve Cadavid, V. (1992), “Locus of control, pupil control ideology, and dimentions of teacher burnout”, Journal of İnstructional Psychology, 19 (1), 13-22.
  • Maslach, C. (1981), “Burnout: A social psychological analysis”, (Ed: J.W.Jones), The Burnout Syndrome, Pask Ridge I: London House Press, 30-49.
  • Maslach, C. ve Jackson, S.E. (1986), Maslach Burnout Inventory Manua, Palo Alto, CA Consulting Psychologist Press.
  • Maslach, C. ve Jackson, S.E. (1981), “The measurement of experienced burnout”, Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C., Schaufeli, W.B. ve Leiter, M.P. (2001), “Job burnout”, Annu. Rev. Psychol. 52, 397- 422.
  • Mayhaw, R. ve Edelman, R.J. (1989), “Self- esteem, irrational beliefs and coping strategies in relation to eating problems in a non-clinical population”, Personality and Individual Differences, 10 (5), 581-584 .
  • Minibaş, J. (1992a), “Özel ve devlet okulların- da görev yapan öğretmenlerin iş tatmini düzeyi ve bu düzeyin engellenme karşısında gösterilen tepki tipi ve saldırganlık yönü ile ilişkisi”, VII. Ulusal Psikoloji Kongresi, Hacettepe Üniversitesi, Ankara.
  • Perlman, B. ve Hartman, E.A. (1982), “Burnout: Summary and future research”, Human Relations, 35 (4), 283-305.
  • Pines, A. (2002), “A psychoanalytic-existential approach to burnout demonsrated the cases of a nurse, a teacher, and a manager”, Psychotherapy, Theory, Research, Practice, Training, 39 (1), 103-113.
  • Russel, D.W., Altmaier, E. ve Van Velzen, I.D. (1987), “Job-related stress, social support, and burnout among classroom teachers”, Journal of Applied Psychology, 72 (2), 269-274.
  • Sarros, J.C. ve Sarros, A.M. (1987), “Predictor of teacher burnout”, The Journal of Educational Administration, 25 (2), 216-230.
  • Sears, S.F., Urizar, G.G. ve Evans, G.D. (2000), “Examing a stress-coping model of burnout and depression in extension agents”, Journal of Occupational Health Psychology, 5 (1), 56-62.
  • Selye, H. (1974), Stress Without Distress, Phidelphia: Lippincott.
  • Stebbins, P. ve Pakenham, K.I. (2001), “Irrational schematic beliefs and psychological distress in caregivers of people with traumatic brain injury”, Rehabilitation Psychology, 46 (2),178-194.
  • Sucuoğlu, B. ve Kuloğlu, N. (1996), “Özürlü çocuklarla çalışan öğretmenlerde tükenmişliğin Değer- lendirilmesi”, Türk Psikoloji Dergisi, 10 (36), 44-60.
  • Şahin, N.H. ve Şahin, N. (1992). Bir kültürde fonksiyonel olan tutumlar bir başka kültürde de öyle midir? Fonksiyonel Oymayan Tutumlar Ölçeğinin psikometrik özellikleri, Psikoloji Dergisi, 7 (26), 30-40.
  • Taormina, R.J. ve Law, C.M. (2000), “Approaches to preventing burnout: the effects of personal stress management and organizational socialization”, Journal of Nursing Management, 8 (2), 89-99.
  • Tümkaya, S. (1996), “Öğretmenlerdeki tü- kenmişlik, görülen psikolojik belirtiler ve başaçıkma davranışları”, Yayınlanmamış Doktora Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  • Türküm, S. (1999), Bilişsel-davranışçı yakla- şıma dayalı grupla psikolojik danışmanın bilişsel çar- pıtmalar ve iletişim becerileri üzerindeki etkisi, Eskişe- hir: Anadolu Üniv. Yayınları.
  • Webber, J. ve Coleman, M. (1988), “Using Rational-emotive Theraphy to prevent classroom problems”, Exceptional Children, 21 (1), 32-35.
  • Weissman, A.N., ve Beck, A.T. (1978). “Development and validation of the Dysfunctional Attitude Scale: A preliminary investigation. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, Ontario
  • Zwemer, W.A. ve Deffenbacher, J.L. (1984), “Irrational beliefs, anger and anxiety”, Journal of Counseling Psychology, 31, 391-393.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Bülent Gündüz Bu kişi benim

Yayımlanma Tarihi 18 Nisan 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 3 Sayı: 26

Kaynak Göster

APA Gündüz, B. (2006). THE PREDICTION OF THE TEACHERS’ BURNOUT ACCORDING TO THE IRRATIONAL BELIEFS AND VOCATIONAL AND PERSONAL VARIABLES. Turkish Psychological Counseling and Guidance Journal, 3(26), 17-33. https://doi.org/10.17066/pdrd.00987
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