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Öğretmenlerin Mesleki Tükenmişlik Düzeylerini Azaltmada Öncelenmesi Gereken Mesleki Sosyal Destek Faktörleri

Year 2023, Issue: 59, 38 - 55, 05.09.2023

Emre Toprak Mustafa Çelebi Pınar Orman

https://doi.org/10.9779/pauefd.1142792

Abstract

Öğretmenler, tükenmişliğe çok maruz kalan meslek gruplarındandır. Öğretmenlerin mesleki tükenmişlik düzeylerini azaltmak için çeşitli önlemler geliştirilebilir. Mesleki tükenmişliği nelerin etkilediğini belirlemek, bu etkileri azaltmak için öncelenmesi gereken konular hakkında bakış açıları sunabilir. Mevcut araştırmada mesleki sosyal destek faktörlerinin arttırılması önemli bir destek kaynağı olarak ele alınmıştır. Araştırma, öğretmenlerin mesleki tükenmişlik düzeylerini azaltmada öncelik verilmesi gereken mesleki sosyal destek faktörlerinin öncelik sıralamasını belirlemeyi amaçlamıştır. Araştırmada nicel araştırma yöntemlerinden ilişkisel araştırma deseni kullanılmıştır. Araştırma verileri İç Anadolu’da büyükşehir statüsündeki bir il merkezinde farklı okul türlerinde görev yapan ve uygun örnekleme yöntemiyle belirlenen 397’si (%56) kadın, 312’si (%44) erkek toplam 709 öğretmenden toplanmıştır. Mesleki tükenmişlik düzeyine etki eden değişkenlerin öncelik sıralamasını belirlemek amacıyla yapay sinir ağları kullanılmıştır. Araştırmada mesleki tükenmişliği azaltmada öncelenmesi gereken mesleki sosyal destek faktörlerinin başında yönetim desteği ve öğrenci desteği faktörlerinin geldiği belirlenmiştir. Bu araştırmanın sonuçlarına dayanarak okullarda yönetim ve öğrenci desteğinin iyileştirilmesine yönelik çalışmaların öğretmenlerin mesleki tükenmişliklerinin önlenmesine ya da azaltılmasına imkân vereceği düşünülmektedir.

Keywords

Yapay sinir ağları mesleki tükenme mesleki sosyal destek yordama öğretmen

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Professional Social Support Factors to be Prioritized in Reducing Professional Burnout Levels of Teachers

Year 2023, Issue: 59, 38 - 55, 05.09.2023

Emre Toprak Mustafa Çelebi Pınar Orman

https://doi.org/10.9779/pauefd.1142792

Abstract

Teaching is one of the professions that are exposed to burnout the most. Various measures can be developed to reduce the professional burnout levels of teachers. Determining the potential factors affecting professional burnout can offer perspectives on issues that need to be prioritized to reduce these effects. In the present study, increasing professional social support factors was considered an important source of support. The research aimed to determine the priority order of professional social support factors that should be prioritized in reducing professional burnout levels of teachers. The study was designed in the relational research design among the quantitative research methods. The research data were collected from a total of 709 teachers, 397 (56%) females and 312 (44%) males, working in different types of schools in a metropolitan city center located in Central Anatolia and selected using the convenient sampling method. Artificial neural networks were used to determine the priority order of the variables affecting the level of professional burnout. In the study, it was determined that the main factors of professional social support that should be prioritized in reducing professional burnout were administrative support and student support. Based on the results of this study, it can be argued that studies aimed at improving administrative and student support in schools would enable teachers to prevent or reduce their professional burnout levels.

Keywords

Artificial neural networks professional burnout professional social support predict teacher.

References

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  • Çiftçi, N. (2017) Öğretmenlerin algılarına göre motivasyon kaynaklarının belirlenmesi. Yayımlanmamış yüksek lisans tezi, Maltepe Üniversitesi, İstanbul.
  • Demirel, Y. ve Yücel, M. (2017). Sosyal destek ve psikolojik güçlendirmenin duygusal tükenmişlik üzerine etkisi. Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 18(1), 310-321.
  • Dicke, T., Marsh, H. W., Parker, P. D., Guo, J., Riley, P., & Waldeyer, J. (2020). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology, 112(5), 1061.
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  • Fathi, J., & Saeedian, A. (2020). A structural model of teacher self-efficacy, resilience, and burnout among Iranian EFL teachers. Iranian Journal of English for Academic Purposes, 9(2), 14-28.
  • Fernet, C., Gagné, M., & Austin, S. (2010). When does quality of relationships with coworkers predict burnout over time? The moderating role of work motivation. Journal of Organizational Behavior, 31(8), 1163-1180.
  • Fiorilli, C., Gabola, P., Pepe, A., Meylan, N., Curchod-Ruedi, D., Albanese, O., & Doudin, P. A. (2015). The effect of teachers’ emotional intensity and social support on burnout syndrome: A comparison between Italy and Switzerland. European Review of Applied Psychology, 65(6), 275-283.
  • Fiorilli, C., Albanese, O., Gabola, P., & Pepe, A. (2017). Teachers’ emotional competence and social support: Assessing the mediating role of teacher burnout. Scandinavian Journal of Educational Research, 61(2), 127-138.
  • Fiorilli, C., Schneider, B., Buonomo, I., & Romano, L. (2019). Family and nonfamily support in relation to burnout and work engagement among Italian teachers. Psychology in the Schools, 56(5), 781-791.
  • Freudenberger, H. J. (1986). The issues of staff burnout in therapeutic communities. Journal of Psychoactive Drugs, 18(3), 247-251.
  • Fukui, S., Wu, W., & Salyers, M. P. (2019). Impact of supervisory support on turnover intention: The mediating role of burnout and job satisfaction in a longitudinal study. Administration and Policy in Mental Health and Mental Health Services Research, 46(4), 488-497.
  • García-Crespo, F. J., Fernández-Alonso, R., & Muñiz, J. (2021). Academic resilience in European countries: The role of teachers, families, and student profiles. Plos one, 16(7), e0253409.
  • Göksoy, S. ve Argon, T. (2014). Okullarda öğretmenleri engelleyici ve destekleyici stres kaynakları. Journal of Teacher Education and Educators, 3(2), 245-271.
  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and teacher education, 24(5), 1349-1363.
  • Greenglass, E., Fiksenbaum, L., & Burke, R. J. (1996). Components of social support, buffering effects and burnout: Implications for psychological functioning. Anxiety, Stress, and Coping, 9(3), 185-197.
  • Greenglass, E. R., Burke, R. J., & Konarski, R. (1997). The impact of social support on the development of burnout in teachers: Examination of a model. Work & Stress, 11(3), 267-278.
  • Grobelna, A. (2021). Emotional exhaustion and its consequences for hotel service quality: The critical role of workload and supervisor support. Journal of Hospitality Marketing & Management, 30(4), 395-418.
  • Groves, R. (2021). Perceptions of title I elementary teachers and administrators on teacher burnout. Unpublished doctoral dissertation, William Woods University.
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There are 73 citations in total.

Details

Primary Language Turkish
Subjects Vocational Education and Instraction(Other)
Journal Section Articles
Authors

Emre Toprak 0000-0002-4131-4888

Mustafa Çelebi 0000-0002-0325-7528

Pınar Orman 0000-0002-0204-829X

Publication Date September 5, 2023
Submission Date July 9, 2022
Acceptance Date November 19, 2022
Published in Issue Year 2023 Issue: 59

Cite

APA Toprak, E., Çelebi, M., & Orman, P. (2023). Öğretmenlerin Mesleki Tükenmişlik Düzeylerini Azaltmada Öncelenmesi Gereken Mesleki Sosyal Destek Faktörleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(59), 38-55. https://doi.org/10.9779/pauefd.1142792
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