Öz Yeterlilik Algıları ve Akademisyen Tükenmişliği: İlişkiler Üzerine Bir Araştırma

Öğretmenlik mesleğinin tanımı ilk defa 1900 yılında yürürlüğe giren “Muallimlikte Mesleki İhtisas Tesisine Dair Talimat” ile yapılmış, öğretmenlerin yetki, sorumluluk ve hakları bu talimat ile belirlenmiştir. Öğretmenlik stresli bir meslektir, özellikle de devlet üniversitelerinde görev yapan öğretim elemanları dikkate alındığında ve bu stres faktörü öğrenme/öğretme sürecini etkileyen önemli etmenlerdendir. Bu sebeple, bu çalışma üniversitelerde görev yapan öğretim elemanlarının özyeterlik inanışları ve tükenmişlikleri arasındaki ilişkiyi araştırmak amacıyla tasarlanmıştır. Karma desene sahip bu araştırmada, öncelikle öğretim elemanlarının özyeterlilik inanışlarını inceleyebilmek için bir öğretmen özyeterlik ölçeği uygulanmıştır. Bu ölçeğe ek olarak, öğretim elemanlarının tükenmişlik düzeyleri bir tükenmişlik ölçeği aracılığı ile ölçülmüştür. Anketlerden toplanan bu bilgilerin desteklenmesi için ise öğretim elemanları ile yarı-yapılandırılmış yüz yüze görüşmeler gerçekleştirilmiştir. Araştırmanın sonucunda anlaşılmaktadır ki, öğretim elemanları kendilerini öğrenci katılım becerileri, öğretim stratejileri ve sınıf yönetimi becerileri açısından yeterli hissetmektedirler. Öte yandan, tükenmişlik analizi öğretim elemanlarının çoğunun orta düzeyde tükenmişlik yaşadığını ortaya koymuştur, ki bu durum bazen kendilerini tamamen tükenmiş hissettikleri anlamına gelebilir ancak bu sürekli bir süreç değildir. Fakat, öz-yeterlik ve tükenmişlik arasındaki ilişki incelendiğinde, durumsal ve mevsimsel - orta düzey - tükenmişlik ile yüksek algılanan öz-yeterlik düzeyleri arasında herhangi bir ilişkinin olmadığı anlaşılmaktadır.

Anahtar Kelimeler:

Mesleki tükenmişlik, özyeterlik inanışları, öğretim elemanları

Perceived Self-Efficacy and Academician Burnout: A Research on Relations

The profession of "teacher" was first defined with the "Muallimlikte Mesleki İhtisas Tesisine Dair Talimat", in 1900, and the authorities, responsibilities, and rights of teachers were determined with this legislation. Teaching is a stressful profession, which affects the learning/teaching process, especially for the academic staff at state universities. The current study was designed to investigate the relationship between perceived self-efficacy beliefs and burnout of EFL instructors. In this research, with a mixed design, first, a teacher self-efficacy scale was applied to examine the perceived self-efficacy beliefs of the instructors. The instructors', who are among the main academic staff at the universities, burnout levels were measured using a burnout scale. Also, semi-structured face-to-face interviews were conducted to support the data from the questionnaires. As a result, it is understood that the instructors feel sufficient in student participation skills, teaching strategies, and classroom management skills. On the other hand, burnout analysis revealed that most instructors experienced moderate burnout, which may mean they sometimes feel entirely burnt out, which is not a continuous process. However, regarding the relationship between self-efficacy and burnout, it is understood that no relationship between situational and seasonal - moderate - burnout and high perceived self-efficacy levels has been observed.

Keywords:

Academician burnout, perceived self-efficacy, EFL instructors,

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