MÜZİK ÖĞRETMENİ ADAYLARI ARASINDA ÇALGI EĞİTİMİ İLE İLGİLİ TÜKENMİŞLİK DURUMUNUN İNCELENMESİ: TÜRKİYE’DEN KESİTSEL BİR ÇALIŞMA

Öz

ÖZ Müzik öğretmenliği eğitiminin en önemli boyutlarından biri, çalgı eğitimidir. Çalgı eğitiminde, çalgıya özel teknik ve müzikal davranışların yanı sıra; solfej, müzik teorisi, müzik biçimleri, müzik tarihi, müzik kültürü, bireysel seslendirme, birlikte seslendirme gibi müzik eğitiminin pek çok boyutu bütüncül bir yaklaşımla yeniden ele alınır ve uygulanır. Bu nedenle müzik öğretmeni adaylarının, çalgı eğitimindeki psikolojik iyi oluşları, mesleki gelişim sürecini etkileyebilmektedir. Tükenmişlik kavramı ise; üniversite öğrencilerinde bir çeşit psikolojik iyi olamama hali olarak yaygın bir şekilde ele alınmış olsa da mesleki gelişime büyük katkı sağlayan, müzik öğretmenliği programlarında her yarıyıl 1 kredi karşılığı bulunmasına rağmen, performans görevleri ve çok boyutlu karmaşık yapısı ile göründüğünden çok daha fazla iş yükü getiren bireysel çalgı dersi özelinde çok az ele alınmıştır. Bu araştırma, Türkiye'nin Orta Anadolu Bölgesi'ndeki altı devlet üniversitesinde öğrenim gören müzik öğretmeni adaylarının bireysel çalgı dersi tükenmişlik düzeyini incelemeyi amaçlamıştır (n=331). İlişkisel tarama modelinde gerçekleştirilen çalışmada, veriler araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu” ve (Girgin, 2015) tarafından geliştirilen “Bireysel Müzikal Enstrüman Dersi Tükenmişlik Ölçeği” ile toplanmıştır. Verilerin analizinde SPSS yazılımı kullanılmış; betimsel istatistiklerin yanı sıra Kolmogorov-Smirnov testi, Mann-Whitney U testi ve Kruskal-Wallis H testi uygulanmıştır. Bulgular, genel tükenmişlik seviyesinin oldukça düşük olduğunu göstermektedir. Ancak tükenmişlik düzeyinin cinsiyet, algılanan çalgı başarısı, öğretmenle iletişim kalitesi, çalgıya duyulan sevgi ve çalgı çalışmaya uygun ortam gibi değişkenlere göre anlamlı farklılıklar gösterdiği belirlenmiştir.

Anahtar Kelimeler

• tükenmişlik
• müzik öğretmenliği eğitimi
• çalgı eğitimi
• psikolojik iyi oluş düzeyi
• lisans eğitimi

EXAMINING BURNOUT RELATED TO MUSICAL INSTRUMENT EDUCATION AMONG MUSIC TEACHER CANDIDATES: A CROSS-SECTIONAL STUDY FROM TURKEY

Öz

ABSTRACT One of the most important dimensions of music teacher education is musical instrument education (MIE). In MIE, in addition to instrument-specific techniques and musical behaviors, many dimensions of music education, such as solfege, music theory, musical forms, music history, musical culture, individual vocalization, and collective vocalization, are reconsidered, integrated, implemented, and reinforced with a holistic approach. Therefore, the psychological well-being of prospective music teachers during MIE can impact their professional development. While the concept of burnout has been widely discussed as a negative psychological condition among university students, it has rarely been addressed specifically in the context of individual instrument lessons, which, despite contributing significantly to professional development and being offered as a one-credit semester equivalent in music teaching programs, impose a much heavier workload than it appears with their performance tasks and multidimensional complexity. This study aimed to examine the burnout levels of prospective music teachers studying at six state universities in the Central Anatolia Region of Türkiye (n=331). In the study, which employed a correlational screening model, data were collected using a "Personal Information Form" developed by the researchers and the "Individual Musical Instrument Lesson Burnout Scale" developed by Girgin, 2015. SPSS software was used in data analysis, and descriptive statistics, as well as the Kolmogorov-Smirnov test, the Mann-Whitney U test, and the Kruskal-Wallis H test, were applied. The findings indicate that the overall burnout level is quite low. However, it was determined that the burnout level varies significantly according to variables such as gender, perceived instrument success, communication quality with the teacher, love for the instrument, and a suitable environment for instrument practice.

Anahtar Kelimeler

• burnout
• music teacher education
• musical instrument education
• level of psychological well-being
• higher education

UNTERSUCHUNG DES BURNOUTS IM ZUSAMMENHANG MIT DER MUSIKINSTRUMENTENAUSBILDUNG UNTER MUSIKLEHRERKANDIDATEN: EINE QUERSCHNITTSSTUDIE AUS DER TÜRKEI

Öz

ABSTRAKT Einer der wichtigsten Aspekte der Musiklehrerausbildung ist der Instrumentalunterricht. Neben instrumentspezifischen Techniken und musikalischem Verhalten werden im Instrumentalunterricht viele weitere Dimensionen der Musikpädagogik, wie Solfège, Musiktheorie, musikalische Formen, Musikgeschichte, Musikkultur, individuelle und kollektive Vokalisation, neu betrachtet und ganzheitlich umgesetzt. Daher kann das psychische Wohlbefinden angehender Musiklehrer während des Instrumentalunterrichts ihre berufliche Entwicklung beeinflussen. Obwohl das Konzept des Burnouts als Zustand des psychischen Wohlbefindens unter Studierenden viel diskutiert wurde, wurde es selten speziell im Kontext des Instrumentalunterrichts untersucht. Dieser trägt zwar wesentlich zur beruflichen Entwicklung bei und wird in Musikpädagogikstudiengängen als ein Semestermodul angeboten, stellt aber aufgrund seiner praktischen Aufgaben und seiner vielschichtigen Komplexität eine deutlich höhere Belastung dar, als es zunächst scheint. Ziel dieser Studie war es, den Burnout-Status von angehenden Musiklehrern an sechs staatlichen Universitäten in Zentralanatolien (Türkei) zu untersuchen (n=331). In der Studie, die ein relationales Screening-Modell verwendete, wurden Daten mithilfe eines von den Forschern entwickelten „Persönlichen Informationsbogens“ und der von Girgin (2015) entwickelten „Skala zur Erfassung von Burnout im individuellen Instrumentalunterricht“ erhoben. Die Datenanalyse erfolgte mit der Software SPSS; es wurden deskriptive Statistiken sowie der Kolmogorov-Smirnov-Test, der Mann-Whitney-U-Test und der Kruskal-Wallis-H-Test angewendet. Die Ergebnisse zeigten, dass das allgemeine Burnout-Niveau recht niedrig war. Allerdings variierte das Burnout-Niveau signifikant in Abhängigkeit von Variablen wie Geschlecht, wahrgenommenem Erfolg am Instrument, Kommunikationsqualität mit dem Lehrer, Begeisterung für das Instrument und einem geeigneten Übungsumfeld.

Anahtar Kelimeler

• Burnout
• Musiklehrerausbildung
• Instrumentalausbildung
• psychisches Wohlbefinden
• Musikpädagogik an Hochschulen
• Hochschulbildung.

Kaynakça

1. Akyürek, R., & Uyduran, E. G. (2022). Assessment of burnout levels in music teacher candidates. International Journal of Education Technology and Scientific Researches, 7(17), 495–545. https://doi.org/10.35826/ijetsar.418
2. Asikainen, H., Nieminen, J. H., Häsä, J., & Katajavuori, N. (2022). University students’ interest and burnout profiles and their relation to approaches to learning and achievement. Learning and Individual Differences, 93, Article 102105. https://doi.org/10.1016/j.lindif.2021.102105
3. Barros, S., Marinho, H., Borges, N., & Pereira, A. (2022). Characteristics of music performance anxiety among undergraduate music students:a systematic review. Psychology of Music, 50(6), 2021–2043. https://doi.org/10.1177/03057356211066967
4. Bernhard, H. C. (2007). A comparison of burnout between undergraduate music and non-music majors. Vision of Research in Music Education, 9(3), 1–13.
5. Berry, W. B. (2013). An investigation of the relationships among instructional congruence, burnout and attrition in undergraduate music theory students [Doctoral dissertation, University of North Dakota]. ProQuest Dissertations & Theses. https://www.proquest.com/docview/1426849346
6. Burke, R. J., & Greenglass, E. R. (1995). A longitudinal examination of the cherniss model of psychological burnout. Social Science & Medicine, 40(10), 1357–1363. https://doi.org/10.1016/0277-9536(94)00267-W
7. Cherniss, C. (1980). Staff burnout: Job stress in the human services (1st ed.). SAGE Publications, Inc.
8. Demirbatır, R. E. (2020). Comparison of burnout, vigor and education satisfaction of music and art majors in the department of fine arts education. International Journal of Evaluation and Research in Education, 9(3), Article 3. https://doi.org/10.11591/ijere.v9i3.20548

9. Erol Düzbastılar, M., & Yıldırım, Z. A. (2019). Music teacher candidates’ investigation of burnout levels for individual instrument course: Blacksea region example. International Journal of Social Sciences and Education Research, 5(3), 305–318.
10. Edelwich, J., & Brodsky, A. (1980). Burn out (1st ed.). Human Sciences Press.
11. Fiorilli, C., Barni, D., Russo, C., Marchetti, V., Angelini, G., & Romano, L. (2022). Students’ Burnout at University: The Role of Gender and Worker Status. International Journal of Environmental Research and Public Health, 19,11341, 2–15. https://doi.org/10.3390/ijerph191811341
12. Freudenberger, H. J. (1974a). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
13. Saygı Gerçeker, C. (2018). Investigation of music teacher candidates individual instrument burnout, perceived family support in instrument training and individual instrument training habits with regard to various variables. Educational Research and Reviews, 13(12), 447–463. https://doi.org/10.5897/ERR2018.3541
14. Girgin, D. (2015). Bireysel çalgı dersi tükenmişlik ölçeği geliştirme çalışması: geçerlik ve güvenirlik analizi. Bartın University Journal of Faculty of Education, 4(1), 115–126.
15. Girgin, D. (2020). Motivation, self-efficacy and attitude as predictors of burnout in musical instrument education in fine arts high schools. Eurasian Journal of Educational Research, 20(85), 93–108. https://doi.org/10.14689/ejer.2020.85.5
16. Gliner, J. A., Morgan, G. A., & Leech, N. L. (2015). Research methods in applied settings ;an integrated approach to design and analyses. Transleted from Second Edition by Turan, Selahattin Nobel akademik Yayıncılık. https://doi.org/10.4324/9781315723082
17. Güven, Ö. Z., & Sezi̇ci̇, E. (2016). Otel işletmelerinde işgörenlerin tükenmişlik düzeylerinin Maslach tükenmişlik modeline göre incelenmesi. Yönetim ve Ekonomi Araştırmaları Dergisi, 14(2), 111. https://doi.org/10.11611/JMER825
18. He, H., & Chen, S. (2024). A latent profile analysis of music performance anxiety among pre-service music teachers: Associations with adaptive-maladaptive perfectionism and control-value beliefs. Current Psychology, 43(38), 30180–30195. https://doi.org/10.1007/s12144-024-06630-0
19. Jaaskelainen, T. (2023). “Music is my life”: Examining the connections between music students’ workload experiences in higher education and meaningful engagement in music. Research Studies in Music Education, 45(2), 260–278. https://doi.org/10.1177/1321103X221104296
20. Karasar, N. (2016). Bilimsel Araştırma Yöntemi:Kavramlar İlkeler Yöntemler. Nobel Akademik Yayıncılık.
21. Köksal, S., & Yüceland, E. (2022). Examination of burnout and individual instrument lesson burnout status of students studying in vocation music education. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 22(1), 377–409. https://doi.org/10.17240/aibuefd.2022.-929035
22. Koops, L. H., & Kuebel, C. R. (2021). Self-reported mental health and mental illness among university music students in the United States. Research Studies in Music Education, 43(2), 129–143. https://doi.org/10.1177/1321103X19863265
23. Küçüksüleymanoğlu, R., & Onuray Eğilmez, H. (2013). Burn-out in music teacher trainees: the model of Uludag University. The Journal of Academic Social Science Studies, Volume 6 Issue 3(6), 905–923. https://doi.org/10.9761/jasss_734
24. Lin, S.-H., & Huang, Y.-C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77–90. https://doi.org/10.1177/1469787413514651
25. Madigan, D. J., & Curran, T. (2021). does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387–405. https://doi.org/10.1007/s10648-020-09533-1
26. Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Wiley Online Library. https://doi.org/10.1002/job.4030020205
27. Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498–512. https://doi.org/10.1037/0021-9010.93.3.498
28. McConkey, M. S., & Kuebel, C. R. (2022). Emotional competence within the stress coping strategies of music education students. Journal of Research in Music Education, 70(3), 321–338. https://doi.org/10.1177/00224294211061457
29. Miksza, P., Evans, P., & McPherson, G. E. (2021). Wellness among university-level music students: a study of the predictors of subjective vitality. Musicae Scientiae, 25(2), 143–160. https://doi.org/10.1177/1029864919860554
30. Morrison, R., & O’Connor, R. C. (2005). Predicting psychological distress in college students: The role of rumination and stress. Journal of Clinical Psychology, 61(4), 447–460. https://doi.org/10.1002/jclp.20021
31. Orzel, H. (2010). Undergraduate music student stress and burnout [M.A.]. https://www.proquest.com/docview/848932801/abstract/F285520A8AF9403FPQ/1
32. Perlman, B., & Hartman, E. A. (1982). Burnout: summary and future research. Human Relations, 35(4), 283–305. https://doi.org/10.1177/001872678203500402
33. Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among finnish higher education students. Burnout Research, 7, 21–28. https://doi.org/10.1016/j.burn.2017.11.001
34. Schwingshackl, A., & Anand, K. J. S. (2017). Editorial: Work–Life Balance: Essential or Ephemeral? In Frontiers in Pediatrics (Vol. 5). Frontiers. https://www.frontiersin.orghttps://www.frontiersin.org/journals/pediatrics/articles/10.3389/fped.2017.00108/full
35. Suran, B. G., & Sheridan, E. P. (1985). Management of burnout: Training psychologists in professional life span perspectives. Professional Psychology: Research and Practice, 16(6), 741–752. https://doi.org/10.1037/0735-7028.16.6.741
36. Tansel, B. (2016). Üniversite öğrencilerinin tükenmişlik düzeylerinin incelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(2), 241-262.
37. Teasley, M. L., & Buchanan, E. M. (2016). When music goes up in flames: the impact of advising on music major burnout. NACADA Journal, 36(1), 43–53. https://doi.org/10.12930/NACADA-15-002
38. Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among finnish high school students and young adults: profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649–662. https://doi.org/10.1037/a0033898
39. Zabuska, A., Ginsborg, J., & Wasley, D. (2018). A preliminary comparison study of burnout and engagement in performance students in Australia Poland and the UK. International Journal of Music Education, 36(3), 366–379. https://doi.org/10.1177/0255761417751242