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Öğretmenlerin Mesleki Tükenmişlik Düzeylerini Azaltmada Öncelenmesi Gereken Mesleki Sosyal Destek Faktörleri

Yıl 2023, Sayı: 59, 38 - 55, 05.09.2023
https://doi.org/10.9779/pauefd.1142792

Öz

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.

Kaynakça

  • Abay, A. (2009). İlköğretim okullarında çalışan öğretmenlerin psikolojik şiddet algıları ile sosyal destek algıları arasındaki ilişkinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Maltepe Üniversitesi, İstanbul.
  • Alanoğlu, M. ve Demirtaş, Z. (2020). Yönetim tarzlarının iş doyumu ve tükenmişliği yordama düzeyi: Örgütsel adaletin aracı rolü. Eğitim ve Bilim, 45(204), 401-423.
  • Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136.
  • Alkevli, S. (2021). Okul öncesi öğretmenlerinin tükenmişlik düzeyleri ile örgüt iklimi algıları arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana.
  • Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44.
  • Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800–813.
  • Arslan, F. (2020). Fen bilimleri öğretmenlerinin mesleki tükenmişlik düzeylerinin ve nedenlerinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Sivas Cumhuriyet Üniversitesi, Sivas.
  • Bataineh, O., & Alsagheer, A. (2012). An investigation of social support and burnout among special education teachers in the United Arab Emirates. International Journal of Special Education, 27(2), 5-13.
  • Blanch, A., & Aluja, A. (2012). Social support (family and supervisor), work–family conflict, and burnout: Sex differences. Human Relations, 65(7), 811-833.
  • Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress and Coping, 9(3), 261-275.
  • Camacho, D. A., Hoover, S. A., & Rosete, H. S. (2021). Burnout in urban teachers: The predictive role of supports and situational responses. Psychology in the Schools, 58(9), 1816-1831.
  • Cansoy, R., Parlar, H. ve Kılınç, A. Ç. (2017). Teacher self-efficacy as a predictor of burnout. International Online Journal of Educational Sciences, 9(1), 141-155.
  • Chang, M. L. (2020). Emotion display rules, emotion regulation, and teacher burnout. In Frontiers in Education (Vol. 5, p. 90). Frontiers.
  • Chang, M. L., & Taxer, J. (2021). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353-369.
  • 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.
  • Duman, N., Ramazan, S. A. K. ve Sak, İ. T. Ş. (2020). Öğretmenlerin mesleki tükenmişlik düzeyleri ile örgütsel sinizm tutumlarının incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 1098-1127.
  • Durak, H. Y. ve Seferoğlu, S. S. (2017). Öğretmenlerde tükenmişlik duygusunun çeşitli değişkenler açısından incelenmesi. Gazi University Journal of Gazi Educational Faculty, 37(2), 759-788.
  • Ericson‐Lidman, E., & Strandberg, G. (2007). Burnout: co‐workers’ perceptions of signs preceding workmates’ burnout. Journal of Advanced Nursing, 60(2), 199-208.
  • 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.
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  • 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.
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Professional Social Support Factors to be Prioritized in Reducing Professional Burnout Levels of Teachers

Yıl 2023, Sayı: 59, 38 - 55, 05.09.2023
https://doi.org/10.9779/pauefd.1142792

Öz

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.

Kaynakça

  • Abay, A. (2009). İlköğretim okullarında çalışan öğretmenlerin psikolojik şiddet algıları ile sosyal destek algıları arasındaki ilişkinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Maltepe Üniversitesi, İstanbul.
  • Alanoğlu, M. ve Demirtaş, Z. (2020). Yönetim tarzlarının iş doyumu ve tükenmişliği yordama düzeyi: Örgütsel adaletin aracı rolü. Eğitim ve Bilim, 45(204), 401-423.
  • Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136.
  • Alkevli, S. (2021). Okul öncesi öğretmenlerinin tükenmişlik düzeyleri ile örgüt iklimi algıları arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana.
  • Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44.
  • Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800–813.
  • Arslan, F. (2020). Fen bilimleri öğretmenlerinin mesleki tükenmişlik düzeylerinin ve nedenlerinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Sivas Cumhuriyet Üniversitesi, Sivas.
  • Bataineh, O., & Alsagheer, A. (2012). An investigation of social support and burnout among special education teachers in the United Arab Emirates. International Journal of Special Education, 27(2), 5-13.
  • Blanch, A., & Aluja, A. (2012). Social support (family and supervisor), work–family conflict, and burnout: Sex differences. Human Relations, 65(7), 811-833.
  • Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress and Coping, 9(3), 261-275.
  • Camacho, D. A., Hoover, S. A., & Rosete, H. S. (2021). Burnout in urban teachers: The predictive role of supports and situational responses. Psychology in the Schools, 58(9), 1816-1831.
  • Cansoy, R., Parlar, H. ve Kılınç, A. Ç. (2017). Teacher self-efficacy as a predictor of burnout. International Online Journal of Educational Sciences, 9(1), 141-155.
  • Chang, M. L. (2020). Emotion display rules, emotion regulation, and teacher burnout. In Frontiers in Education (Vol. 5, p. 90). Frontiers.
  • Chang, M. L., & Taxer, J. (2021). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353-369.
  • 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.
  • Duman, N., Ramazan, S. A. K. ve Sak, İ. T. Ş. (2020). Öğretmenlerin mesleki tükenmişlik düzeyleri ile örgütsel sinizm tutumlarının incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 1098-1127.
  • Durak, H. Y. ve Seferoğlu, S. S. (2017). Öğretmenlerde tükenmişlik duygusunun çeşitli değişkenler açısından incelenmesi. Gazi University Journal of Gazi Educational Faculty, 37(2), 759-788.
  • Ericson‐Lidman, E., & Strandberg, G. (2007). Burnout: co‐workers’ perceptions of signs preceding workmates’ burnout. Journal of Advanced Nursing, 60(2), 199-208.
  • 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.
  • Gündüz, B. (2005). llköğretim öğretmenlerinde tükenmişlik. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 152-166.
  • Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617.
  • Kaya, Ç. ve Altınkurt, Y. (2018). Öğretmenlerin psikolojik sermayeleri ile tükenmişlik düzeyleri arasındaki ilişkide psikolojik ve yapısal güçlendirmenin rolü. Eğitim ve Bilim, 43(193), 63-78.
  • Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843-856.
  • Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104(1), 150.
  • Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702–715.
  • Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193–1203.
  • Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005). The copenhagen burnout inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192-207.
  • Lam, B. H. (2019). Social support, well-being, and teacher development. Singapore: Springer.
  • Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness and School Improvement, 31(4), 641–659.
  • Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714.
  • Mahan, P. L., Mahan, M. P., Park, N. J., Shelton, C., Brown, K. C., & Weaver, M. T. (2010). Work environment stressors, social support, anxiety, and depression among secondary school teachers. AAOHN Journal, 58(5), 197-205.
  • Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189-192.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113.
  • Maslach, C., & Leiter, M. P. (1997). The truth about burnout Sanfrancisco. CA: Josey-Bass.
  • Nezu, C. M., Nezu, A. M., Geller, P. A., & Weiner, I. B. (2003). Handbook of psychology, Volume 9: Health psychology. John Wiley & Sons, Inc.
  • Oğuz, E. ve Kalkan, M. (2014). Öğretmenlerin iş yaşamında algıladıkları yalnızlık ile sosyal destek düzeyleri arasındaki ilişki. İlköğretim Online, 13(3), 787-795.
  • Park, E. Y., & Shin, M. (2020). A meta-analysis of special education teachers’ burnout. SAGE Open, 10(2).
  • Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.
  • Pines, A. M. (2002). Teacher burnout: A psychodynamic existential perspective. Teachers and Teaching, 8(2), 121-140.
  • Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36(1), 219-242.
  • Rajendran, N., Watt, H. M., & Richardson, P. W. (2020). Teacher burnout and turnover intent. The Australian Educational Researcher, 47(3), 477-500.
  • Russell, D. W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72(2), 269.
  • Sarıkaya, Ş. (2019). Öğretmenlerin iş doyumunun yordayıcısı olarak örgütsel güven ve örgütsel destek algısı. Yayımlanmamış yüksek lisans tezi, Marmara Üniversitesi, İstanbul.
  • Simães, C., Rodrigues, J., Gonçalves, A. M., Faria, S., & Gomes, A. R. (2021). Work–family conflicts, cognitive appraisal, and burnout: Testing the mediation effect with structural equation modeling. British Journal of Educational Psychology, 91(4), 1349-1368.
  • Simões, F., & Calheiros, M. M. (2019). A matter of teaching and relationships: determinants of teaching style, interpersonal resources and teacher burnout. Social Psychology of Education, 22(4), 991-1013.
  • Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77.
  • TEDMEM. (2019). TALIS 2018 sonuçları ve Türkiye üzerine değerlendirmeler (TEDMEM Analiz Dizisi 6). Türk Eğitim Derneği Yayınları.
  • Tekin, U. (2021). Özel okullarda görev yapan yöneticilerin liderlik tarzı davranışı ile öğretmenlerin tükenmişlik düzeyleri arasındaki ilişkinin incelenmesi. Yayımlanmamış yüksek lisans tezi, İstanbul Gelişim Üniversitesi, İstanbul.
  • Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43, 99-109.
  • Vargas Rubilar, N., & Oros, L. B. (2021). Stress and burnout in teachers during times of pandemic. Frontiers in Psychology, 5586.
  • Ventura, M., Salanova, M., & Llorens, S. (2015). Professional self-efficacy as a predictor of burnout and engagement: The role of challenge and hindrance demands. The Journal of Psychology, 149(3), 277-302.
  • Wilk, S. L., & Moynihan, L. M. (2005). Display rule “regulators”: The relationship between supervisors and worker emotional exhaustion. Journal of Applied Psychology, 90(5), 917-927.
  • World Health Organization. (28 May 2019). Burn-out an “occupational phenomenon”: ınternational classification of diseases. https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases
  • Wu, F., Ren, Z., Wang, Q., He, M., Xiong, W., Ma, G., ... & Zhang, X. (2021). The relationship between job stress and job burnout: the mediating effects of perceived social support and job satisfaction. Psychology, Health & Medicine, 26(2), 204-211.
  • Yellice Yüksel, B., Kaner, S. ve Güzeller, C. (2011). Öğretmenlerin mesleki yetkinlik, mesleki sosyal destek ve tükenmişlik ilişkisinin yapısal eşitlik modeli ile incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 1-25.
  • Yılmaz, E. ve Aslan, S. (2018). Lise öğretmenlerinde tükenmişlik, iş doyumu ve algılanan sosyal destek: bursa ili örneği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1861-1886.
  • Yoon, J. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An İnternational Journal, 30(5), 485-493.
  • Zhang, Q. & Zhu, W. (2007). Teacher Stress, Burnout, and Social Support in Chinese Secondary Education. Human Communication, 10(4), 487-496.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Mesleki Eğitim ve Öğretim(Diğer)
Bölüm Makaleler
Yazarlar

Emre Toprak 0000-0002-4131-4888

Mustafa Çelebi 0000-0002-0325-7528

Pınar Orman 0000-0002-0204-829X

Yayımlanma Tarihi 5 Eylül 2023
Gönderilme Tarihi 9 Temmuz 2022
Kabul Tarihi 19 Kasım 2022
Yayımlandığı Sayı Yıl 2023 Sayı: 59

Kaynak Göster

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