Öğretmenlerde Tükenmişlik: Tükenmişliğin Göstergeleri ve Bu Göstergelerin Çeşitli Değişkenler Açısından İncelenmesi

Teachers' Burnout: Indicators of Burnout and Investigation of the Indicators in terms of Different Variables

Özet

Tükenmişlik, duygusal tükenmeyle, duyarsızlaşmayla ve kişisel başarının azalmasıyla karakterize bir sendromdur. Öğretmenlik mesleği sürekli fedakârlık isteyen, etkili iletişim gerektiren ve duygusal olarak bireyi tüketen bir meslek olduğu için tükenmişlik durumunun ortaya çıkma olasılığı yüksek olan mesleklerden biri olarak kabul edilmektedir. Bu çalışmada, öğretmenlerin tükenmişliklerinin "cinsiyet, yaş, mesleki kıdem, eğitim durumu, çalışılan okul türü, okulun bulunduğu bölgenin sosyo-ekonomik durumu ve branş" gibi değişkenler açısından incelenmesi amaçlanmaktadır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Çalışma çeşitli illerden farklı gerçekleştirilmiştir. branşlardaki toplam öğretmenin katılımıyla.

Abstract

Burnout is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Since teaching profession is excessively demanding, requires effective communication, and leads one to suffer from emotional burnout, it is acknowledged as one of the professions with a great likelihood of burnout. The purpose of the present study was to analyze teacher burnout in reference to certain variables. Relational model was used in this study. A total of 163 teachers from various cities participated. Two different data collection tools were used in this study, namely "Personal Information Form" and "Maslach Burnout Inventory (MBI)". The first one was used to identify the demographics of the participants. The second data collection instrument, MBI, was used to reveal the degree of burnout experienced by participants. The inventory divided into three sub-dimensions: namely emotional exhaustion, personal accomplishment, and depersonalization. Results indicated that different variables contributed to teachers' burnout scores in terms of being on high and low groups. For example, while "education level" variable contributed to emotional exhaustion subscale, the variable of socio-economic status of the region where the school is located contributed to depersonalization subscale. Furthermore, there were higher mean ranks for those teachers who worked as an Information and Communication Technologies (ICT) teacher. While expressing their views, the ICT teachers focused on their unhappiness resulting from what they had been experiencing in their discipline.