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

Year 2019, Volume: 15 Issue: 1, 339 - 361, 25.03.2019
https://doi.org/10.17263/jlls.547758

Abstract





















































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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 organizational socialization levels, and any possible relationship between these two aspects by employing Richmond, Wrench and Gorham’s (2001) Teacher Burnout Scale and Erdoğan’s (2012) Organizational Socialization Scale as quantitative tools. The study further explored the causes of teacher burnout and unsuccessful organizational socialization through a semi-structured interview as a qualitative tool. The results revealed that teachers had a low level of burnout and a high level of organizational socialization, and that there is a negative correlation between teacher 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, poor administrative and collegial support, and students’ low motivation and misbehaviors.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Güneş, Çiğdem



Affiliated
institution (University)



 Ministry of National Education

Country



 Turkey



Email
address



 cigdem.gunes@hotmail.de

Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Uysal, Hacer Hande

Affiliated
institution (University)



 Hacettepe University

Country



 Turkey



Email
address



 uysalhande@yahoo.com

Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Adkins, C. L. (1995). Previous work experiences and organizational socialization: A longitudinal examination. Academy of Management Journal, 38(3), 839-862.
  • Altan, M. Z. (1998). A call for change and pedagogy: a critical analysis of teacher education in Turkey. European Journal of Education, 33(4), 407-417.
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health. Work & Stress: An International Journal of Work, Health & Organisations, 22(3), 187-200.
  • Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367-377.
  • British Council (2013). Turkey National Needs Assessment of State School English Language Teaching.
  • Brenninkmejer, V., Vanyperen, N. W., & Buunk, B. P. (2001). I am not a better teacher, but others are doing worse: burnout and perceptions of superiority among teachers. Social Psychology of Education, 4, 259-274.
  • Çakıroğlu, E., & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 254-264.
  • Cano-Garcia, F. J., Padilla-Munoz, E. M., & Carrasco-Ortiz, M. A. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38, 929-940.
  • Cantekin, Ö. F. (2013). İngilizce öğretmenlerinin örgüte uyum sorunları. Gazi ÜniversitesiEndüstriyel Sanatlar Eğitim Fakültesi Dergisi, 30, 1-9.
  • Caspersen, J., & Raaen, F. D.(2013). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 1-23.
  • Cephe, P. T. (2010). A study of the factors leading English teachers to burnout. H. U. Journal of Education, 38, 25-34.
  • Cha, E., Kim, K. H., & Erlen, J. A. (2007). Translation of scales in cross-cultural research: issues and techniques. Journal of Advanced Nursing, 58(4), 386-395.
  • Chang, M. (2009). An appraisal perspective of teacher burnout: examining the emotional work of teachers. Education Psychology Review, 21, 193-218.
  • Dixon, J. K. (2004). Instrument translation process: a methods review. Journal of Advanced Nursing 48(2), 175-186.
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24-39.
  • Dworkin, A., Saha, L. J., & Hill, A. N. (2003). Teacher burnout and perceptions of a democratic school environment. International Education Journal, 4(2), 108-120.
  • Erdoğan, U. (2012). İlköğretim okullarının bürokratik yapıları ile öğretmenlerin örgütsel sosyalleşme düzeyleri arasındaki ilişki (Malatya ili örneği). MA Thesis, İnönü University, Turkey.
  • Ewing, R. A., & Smith, D. L. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32.
  • Farrell, T. S. C. (2012). Novice-service language teacher development: bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
  • Fottland, H. (2004). Memories of a fledgling teacher: a beginning teacher’s autobiography. Teachers and Teaching: Theory and Practice, 10(6), 639-662.
  • Friedman, I. A. (2000). Burnout in teachers: shattered dreams of impeccable professional performance. JCLP/ In Session, 56(5), 595-606.
  • Gao, J. H. (2013). Burnout Among Manufacturing Workers in China: The Effects of Organizational Socialization and Leadership Behavior. International Journal of Asian Business and Information Management (IJABIM), 4(2), 11 pages. doi: 10.4018/jabim.2013040103
  • Goddard, R., & O’Brien, P. (2004). Are beginning teachers with a second degree at higher risk of early career burnout. Australian Journal of Teacher Education, 29(1), 1-10.
  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: a mediator model. Teaching and Teacher Education, 24, 1349-1363.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
  • Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative Research Methods. London: Sage Publications. Retrieved from http://books.google.de/books?hl=tr&lr=&id= zN70kC0 E3XQC&oi=fnd&pg=PP2&dq=qualitative+methods&ots=HWS60GxGxn&sig=i2TmqCBRAC5msYjoXgU8izm98Kg#v=onepage&q=qualitative%20methods&f=false on 10 June 2014.
  • Haueter, J. A., Macan, T. H., & Winter, J. (2003). Measurement of newcomer socialization: construct validation of a multidimensional scale. Journal of Vocational Behavior, 63, 20-39.
  • Hong, J. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543.
  • Hughes, R. E. (2001). Deciding to leave but staying: teacher burnout, precursors and turnover. The International Journal of Human Resource Management, 12(2), 288-298.
  • Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95, 236-252.
  • Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23, 775-794.
  • Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organizational Behavior, 9, 297-208.
  • Liang, S., & Hsieh, A. (2008). The role of organizational socialization in burnout: a Taiwanese example. Social Behavior and Personality: An International Journal, 36(2), 197-216.
  • Lunenburg, F. C., & Ornstein, A. C. (2008). Educational administration: Concepts and practices. Belmont, CA: Wadsworth.
  • Lynn, S. J. (2013). Teacher burnout and its relationships with academic optimism, teacher socialization, and teacher cohesiveness. ETD Collection for Fordham University. Paper AAI3552664. Retrieved from http://fordham.bepress.com/dissertations/AAI355 2664 on 20 June 2014.
  • Maslach, C. (2003). Job burnout: new directions in research and intervention. Current Directions in Psychological Science, 12, 189-192.
  • Maslach, C., & Goldberg, J. (1998). Prevention of burnout: new perspectives. Applied & Preventive Psychology, 7, 63-74.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review Psychology, 52, 397-422.
  • Munthe, E. (2003). Teachers’ workplace and professional certainty. Teaching and Teacher Education, 19, 801-813.
  • Öztürk, G. (2013). Job burnout experienced by Turkish instructors of English at state universities. International Online Journal of Educational Sciences, 5(3), 587-597.
  • Quartz, K. H., & The TEP Research Group. (2003). “Too angry to leave”: Supporting new teachers’ commitment to transform urban schools. Journal of Teacher Education, 54(2), 99-111.
  • Richmond, V. P., Wrench, J. C., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press.
  • Rinke, C. R. (2008). Understanding teachers’ careers: linking professional life to professional path. Educational Research Review, 3, 1-13.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: case studies in teacher isolation and alienation. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 35-40.
  • Shin, S. (2012). “It cannot be done alone”: Socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542-567.
  • Smethem, L. (2007). Retention and intention in teaching careers: will the new generation stay?, Teachers and Teaching: Theory and Practice, 13(5), 465-480.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26, 1059-1069.
  • Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121.
  • Taormina, R. J., & Law, C. M. (2000). Approaches to preventing burnout: the effects of personal stress management and organizational socialization, Journal of Nursing Management, 8, 89–99.
  • Unaldi, I., Bardakci, M., Dolas, F., & Arpaci, D. (2013). The relationship between occupational burnout and personality traits of Turkish EFL teachers. Journal of Education and Practice, 4(13), 86-98.
  • Urzua, A. (1999). Book Review: The socialization process of beginning teachers, Journal of Teacher Education, 50(3), 231-233.
  • Walsdorf, K. L., & Lynn, S. K. (2002). The early years: mediating the organizational environment. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(4), 190-194.
  • Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15, 861-879.
Year 2019, Volume: 15 Issue: 1, 339 - 361, 25.03.2019
https://doi.org/10.17263/jlls.547758

Abstract

References

  • Adkins, C. L. (1995). Previous work experiences and organizational socialization: A longitudinal examination. Academy of Management Journal, 38(3), 839-862.
  • Altan, M. Z. (1998). A call for change and pedagogy: a critical analysis of teacher education in Turkey. European Journal of Education, 33(4), 407-417.
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health. Work & Stress: An International Journal of Work, Health & Organisations, 22(3), 187-200.
  • Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367-377.
  • British Council (2013). Turkey National Needs Assessment of State School English Language Teaching.
  • Brenninkmejer, V., Vanyperen, N. W., & Buunk, B. P. (2001). I am not a better teacher, but others are doing worse: burnout and perceptions of superiority among teachers. Social Psychology of Education, 4, 259-274.
  • Çakıroğlu, E., & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 254-264.
  • Cano-Garcia, F. J., Padilla-Munoz, E. M., & Carrasco-Ortiz, M. A. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38, 929-940.
  • Cantekin, Ö. F. (2013). İngilizce öğretmenlerinin örgüte uyum sorunları. Gazi ÜniversitesiEndüstriyel Sanatlar Eğitim Fakültesi Dergisi, 30, 1-9.
  • Caspersen, J., & Raaen, F. D.(2013). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 1-23.
  • Cephe, P. T. (2010). A study of the factors leading English teachers to burnout. H. U. Journal of Education, 38, 25-34.
  • Cha, E., Kim, K. H., & Erlen, J. A. (2007). Translation of scales in cross-cultural research: issues and techniques. Journal of Advanced Nursing, 58(4), 386-395.
  • Chang, M. (2009). An appraisal perspective of teacher burnout: examining the emotional work of teachers. Education Psychology Review, 21, 193-218.
  • Dixon, J. K. (2004). Instrument translation process: a methods review. Journal of Advanced Nursing 48(2), 175-186.
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24-39.
  • Dworkin, A., Saha, L. J., & Hill, A. N. (2003). Teacher burnout and perceptions of a democratic school environment. International Education Journal, 4(2), 108-120.
  • Erdoğan, U. (2012). İlköğretim okullarının bürokratik yapıları ile öğretmenlerin örgütsel sosyalleşme düzeyleri arasındaki ilişki (Malatya ili örneği). MA Thesis, İnönü University, Turkey.
  • Ewing, R. A., & Smith, D. L. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32.
  • Farrell, T. S. C. (2012). Novice-service language teacher development: bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
  • Fottland, H. (2004). Memories of a fledgling teacher: a beginning teacher’s autobiography. Teachers and Teaching: Theory and Practice, 10(6), 639-662.
  • Friedman, I. A. (2000). Burnout in teachers: shattered dreams of impeccable professional performance. JCLP/ In Session, 56(5), 595-606.
  • Gao, J. H. (2013). Burnout Among Manufacturing Workers in China: The Effects of Organizational Socialization and Leadership Behavior. International Journal of Asian Business and Information Management (IJABIM), 4(2), 11 pages. doi: 10.4018/jabim.2013040103
  • Goddard, R., & O’Brien, P. (2004). Are beginning teachers with a second degree at higher risk of early career burnout. Australian Journal of Teacher Education, 29(1), 1-10.
  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: a mediator model. Teaching and Teacher Education, 24, 1349-1363.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
  • Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative Research Methods. London: Sage Publications. Retrieved from http://books.google.de/books?hl=tr&lr=&id= zN70kC0 E3XQC&oi=fnd&pg=PP2&dq=qualitative+methods&ots=HWS60GxGxn&sig=i2TmqCBRAC5msYjoXgU8izm98Kg#v=onepage&q=qualitative%20methods&f=false on 10 June 2014.
  • Haueter, J. A., Macan, T. H., & Winter, J. (2003). Measurement of newcomer socialization: construct validation of a multidimensional scale. Journal of Vocational Behavior, 63, 20-39.
  • Hong, J. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543.
  • Hughes, R. E. (2001). Deciding to leave but staying: teacher burnout, precursors and turnover. The International Journal of Human Resource Management, 12(2), 288-298.
  • Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95, 236-252.
  • Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23, 775-794.
  • Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organizational Behavior, 9, 297-208.
  • Liang, S., & Hsieh, A. (2008). The role of organizational socialization in burnout: a Taiwanese example. Social Behavior and Personality: An International Journal, 36(2), 197-216.
  • Lunenburg, F. C., & Ornstein, A. C. (2008). Educational administration: Concepts and practices. Belmont, CA: Wadsworth.
  • Lynn, S. J. (2013). Teacher burnout and its relationships with academic optimism, teacher socialization, and teacher cohesiveness. ETD Collection for Fordham University. Paper AAI3552664. Retrieved from http://fordham.bepress.com/dissertations/AAI355 2664 on 20 June 2014.
  • Maslach, C. (2003). Job burnout: new directions in research and intervention. Current Directions in Psychological Science, 12, 189-192.
  • Maslach, C., & Goldberg, J. (1998). Prevention of burnout: new perspectives. Applied & Preventive Psychology, 7, 63-74.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review Psychology, 52, 397-422.
  • Munthe, E. (2003). Teachers’ workplace and professional certainty. Teaching and Teacher Education, 19, 801-813.
  • Öztürk, G. (2013). Job burnout experienced by Turkish instructors of English at state universities. International Online Journal of Educational Sciences, 5(3), 587-597.
  • Quartz, K. H., & The TEP Research Group. (2003). “Too angry to leave”: Supporting new teachers’ commitment to transform urban schools. Journal of Teacher Education, 54(2), 99-111.
  • Richmond, V. P., Wrench, J. C., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press.
  • Rinke, C. R. (2008). Understanding teachers’ careers: linking professional life to professional path. Educational Research Review, 3, 1-13.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: case studies in teacher isolation and alienation. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 35-40.
  • Shin, S. (2012). “It cannot be done alone”: Socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542-567.
  • Smethem, L. (2007). Retention and intention in teaching careers: will the new generation stay?, Teachers and Teaching: Theory and Practice, 13(5), 465-480.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26, 1059-1069.
  • Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121.
  • Taormina, R. J., & Law, C. M. (2000). Approaches to preventing burnout: the effects of personal stress management and organizational socialization, Journal of Nursing Management, 8, 89–99.
  • Unaldi, I., Bardakci, M., Dolas, F., & Arpaci, D. (2013). The relationship between occupational burnout and personality traits of Turkish EFL teachers. Journal of Education and Practice, 4(13), 86-98.
  • Urzua, A. (1999). Book Review: The socialization process of beginning teachers, Journal of Teacher Education, 50(3), 231-233.
  • Walsdorf, K. L., & Lynn, S. K. (2002). The early years: mediating the organizational environment. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(4), 190-194.
  • Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15, 861-879.
There are 56 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Çiğdem Güneş

Hacer Hande Uysal

Publication Date March 25, 2019
Published in Issue Year 2019 Volume: 15 Issue: 1

Cite

APA Güneş, Ç., & Uysal, H. H. (2019). The relationship between teacher burnout and organizational socialization among English language teachers. Journal of Language and Linguistic Studies, 15(1), 339-361. https://doi.org/10.17263/jlls.547758
AMA Güneş Ç, Uysal HH. The relationship between teacher burnout and organizational socialization among English language teachers. Journal of Language and Linguistic Studies. March 2019;15(1):339-361. doi:10.17263/jlls.547758
Chicago Güneş, Çiğdem, and Hacer Hande Uysal. “The Relationship Between Teacher Burnout and Organizational Socialization Among English Language Teachers”. Journal of Language and Linguistic Studies 15, no. 1 (March 2019): 339-61. https://doi.org/10.17263/jlls.547758.
EndNote Güneş Ç, Uysal HH (March 1, 2019) The relationship between teacher burnout and organizational socialization among English language teachers. Journal of Language and Linguistic Studies 15 1 339–361.
IEEE Ç. Güneş and H. H. Uysal, “The relationship between teacher burnout and organizational socialization among English language teachers”, Journal of Language and Linguistic Studies, vol. 15, no. 1, pp. 339–361, 2019, doi: 10.17263/jlls.547758.
ISNAD Güneş, Çiğdem - Uysal, Hacer Hande. “The Relationship Between Teacher Burnout and Organizational Socialization Among English Language Teachers”. Journal of Language and Linguistic Studies 15/1 (March 2019), 339-361. https://doi.org/10.17263/jlls.547758.
JAMA Güneş Ç, Uysal HH. The relationship between teacher burnout and organizational socialization among English language teachers. Journal of Language and Linguistic Studies. 2019;15:339–361.
MLA Güneş, Çiğdem and Hacer Hande Uysal. “The Relationship Between Teacher Burnout and Organizational Socialization Among English Language Teachers”. Journal of Language and Linguistic Studies, vol. 15, no. 1, 2019, pp. 339-61, doi:10.17263/jlls.547758.
Vancouver Güneş Ç, Uysal HH. The relationship between teacher burnout and organizational socialization among English language teachers. Journal of Language and Linguistic Studies. 2019;15(1):339-61.