Öğretmen tükenmişliği ve örgütsel sosyalleşme:Türkiye’deki İngilizce öğretmenleri örneklemi

Öğretmenler çalışma hayatında stres, iş yükü ve düzensiz sosyal ilişkiler gibi birçok olumsuz etmenle karşılaşmaktadırlar. Bu ve benzeri faktörler öğretmen tükenmişliğine ve zorlu geçen bir örgütsel sosyalleşme sürecine neden olmaktadır. Bu çalışmanın amacı Türkiye’de görev yapan İngilizce öğretmenlerinin tükenmişlik seviyelerini ve örgütsel sosyalleşme düzeylerini belirlemektir. Ayrıca öğretmen tükenmişliği ve örgütsel sosyalleşme arasında anlamlı bir ilişki olup olmadığını bulmak ve öğretmen tükenmişliğine yol açan etmenler ile sosyalleşme sürecini zorlaştıran faktörleri belirlemek hedeflenmektedir. Çalışmanın amacını gerçekleştirmek üzere nicel ve nitel araştırma yöntemlerinden yararlanılmıştır. Richmond, Wrench ve Gorham (2001) tarafından geliştirilen “Öğretmen Tükenmişlik Ölçeği” ile ilk kez araştırmacı tarafından İngilizceye uyarlanan Erdoğan’ın (2012) “Örgütsel Sosyalleşme Ölçeği” araştırmanın nicel verilerini; araştırmacının geliştirdiği yarı-yapılandırılmış görüşme ise nitel verileri toplamak için kullanılmıştır. Verilerin analizinde tek-yönlü ANOVA, t-testi, Fisher’in LSD testi, Pearson korelasyon testi ve betimsel istatistiklerden yararlanılmıştır. Bu yöntemlerin yardımıyla elde edilen sonuçlara göre Türkiye’de görev yapan İngilizce öğretmenlerinin tükenmişlik seviyeleri düşük ve örgütsel sosyalleşme düzeyleri yüksek bulunmuştur. Tükenmişlik ve örgütsel sosyalleşme arasında ise ters orantılı bir ilişki gözlenmiştir.

The relationship between teacher burnout and organizational socialization among English language teachers

This study aimed to investigate EFL (English as a foreign language) teachers’ burnout and organizationalsocialization levels, and any possible relationship between these two aspects by employing Richmond, Wrenchand Gorham’s (2001) Teacher Burnout Scale and Erdoğan’s (2012) Organizational Socialization Scale asquantitative tools. The study further explored the causes of teacher burnout and unsuccessful organizationalsocialization through a semi-structured interview as a qualitative tool. The results revealed that teachers had a lowlevel of burnout and a high level of organizational socialization, and that there is a negative correlation betweenteacher burnout and organizational socialization. The interviews indicated that independent of the EFL teachers’burnout levels; the major issues that led to burnout were pre-service education, heavy workload, pooradministrative and collegial support, and students’ low motivation and misbehaviors.

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