Looking into burnout levels among English language instructors

Bu araştırma, Konya Necmettin Erbakan Üniversitesi, Selçuk Üniversitesi ve Gazi Üniversitesi'nde çalışmakta olan İngilizce okutmanlarının tükenmişlik düzeylerini araştırmayı, tükenmişliğe yol açan faktörleri bulmayı ve tükenmişlik ile öğretmenlik tecrübesi arasında bir ilişki olup olmadığını ortaya çıkarmayı amaçlamaktadır. Çalışma karma yöntemli araştırma deseniyle yürütülmüştür. 70 İngilizce okutmanına Maslach Tükenmişlik Ölçeği (Maslach Burnout Inventory Educators Survey- MBI/Maslach &Jackson, 1981/Maslach, Jackson & Leiter, 1996) uygulanmış; bu katılımcıların 25'iyle de yarı yapılandırılmış görüşme yapılmıştır. Sonuçlar okutmanlar arasında tükenmişliğin çeşitli seviyelerde görülüğünü göstermiştir. ANOVA sonuçlarıyla desteklenmese de, daha küçük yaşlarda ve daha az tecrübeli gruplarda daha yüksek tükenmişlik düzeylerine olan bir eğilim söz konusu olmaktadır. Yarı yapılandırılmış görüşmelerle toplanan nicel verinin analizi sonucunda, öğretim saatleri, öğrencilerin İngilizce seviyesi ve okutmanların çalıştığı ölçme, materyal ve mesleki gelişim ofisleri gibi birimlerin okutmanlar arasında tükenmişliğin ortaya çıkmasında önemli rol oynadığı belirlenmiştir.

İngilizce okutmanlarında tükenmişlik

This study aims to investigate the burnout levels of English language instructors who are currently teaching at School of Foreign Languages, namely Konya Necmettin Erbakan University, Selçuk University and Gazi University, to look for the factors leading to burnout and to see if there is a relationship between their burnout levels and teaching experience. The study has a mixed method design. Maslach Burnout Inventory Educators Survey (MBI/Maslach & Jackson, 1981/Maslach, Jackson & Leiter, 1996) was administered to 70 English language instructors and semi-structured interviews were conducted with 30 of them. The results showed that burnout existed among instructors at varying levels. Although not supported by ANOVA results, there is an inclination of higher burnout levels at younger ages and in less experienced groups. As a result of the analysis of the qualitative data, gathered with semi-structured interviews, it was found that academic factors such as hours of teaching, proficiency levels of students, and the offices the instructors are working at such as testing, materials and teacher development are important in the emergence of burnout among instructors. © 2015 JLLS and the Authors - Published by JLLS

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