Okul türünün İngilizce öğretmenlerinin tükenmişlik seviyelerine etkisi: Türkiye örneği

Öğretmenler eğitimde liderdir. Onların enerjileri öğrenme ve öğretme sürecine katkı sağlar. Yabancı dil derslerinde etkili öğretimin esaslarından biri yüksek motivasyonlu öğretmenlere sahip olmaktır. Bu yüzden, onların mesleki doyumluluğu ve enerjisi dil öğrenme sürecinde büyük bir etkiye sahiptir. Bununla birlikte, öğretmenleri duygusal, fiziksel ve psikolojik olarak etkileyen tükenmişlik, öğretmenlerin performansını düşürebilir ve süreç boyunca öğrencilere veya çalışma alanına karşı yaklaşımlarında olumsuz etki yaratabilir. Bu çalışmanın amacı yabancı dil olarak İngilizce öğretmenlerinin tükenmişlik seviyelerini incelemek ve yaş ve tecrübe kontrolünde okul türünün tükenmişlik seviyesine etkisini araştırmaktır. Katılımcılar devlet okullarında görev yapmakta olan 74 İngilizce öğretmeninden oluşmaktadır. Katılımcılardan kendileri hakkında demografik bilgilerin ve Maslach Tükenmişlik Ölçeğinde (1981) yer alan Duygusal Tükenmişlik, Benlik Kaybı ve Kişisel Başarı Yetersizliği gibi üç aşamada tükenmişlik seviyelerinin bulunduğu bir ölçeği tamamlamaları istenmiştir. İlk olarak, bulgular genel olarak İngilizce öğretmenlerinin yüksek tükenmişlik seviyesine sahip olduğunu göstermiştir. Ayrıca, bir okul türü olarak ilkokulun öğretmenlerin tükenmişlik seviyelerinin üç alt boyutuna önemli bir etkisinin olduğu saptanmıştır. Literatür ve bulgular göz önünde bulundurularak sonuçlar tartışılmış ve çıkarımlarda bulunulmuştur.

The effect of school type on EFL teachers’ burnout: The case in Turkey

Teachers are the leaders of education; their energy contributes to the learning and teaching process. In foreignlanguage classrooms, one of the essentials of effective teaching is having highly motivated teachers. Thus, theirjob satisfaction and energy have a great impact on language teaching process. However, affecting teachersemotionally, physically, and psychologically, burnout may decrease the performance of the teachers and may havea negative influence on their approach towards the students or workplace during the process. The aim of this studywas to examine the burnout levels of English as a Foreign Language teachers in Turkish context and to investigateany effect of school type on burnout levels when age and experience were controlled. The participants included74 teachers of EFL teaching in public schools. The participants were asked to fill a scale, which includeddemographics and burnout levels on three aspects as Emotional Exhaustion, Depersonalization, and reducedPersonal Accomplishment in Maslach Burnout Inventory (1981). Primarily, the findings indicated that EFLteachers commonly showed high levels of burnout. Moreover, it was revealed that as a school type, primary schoolhad a significant effect on in three sub-dimensions of teachers’ burnout levels. In consideration of the literatureand findings, results are discussed and implications are provided in terms of burnout and young learners.

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