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Öğretmen Tükenmişliği İle Demokratik Okul Çevresi Arasındaki İlişkinin İncelenmesi

Year 2013, Volume: 2 Issue: 1, 1 - 14, 19.03.2016

Salih Zeki Genç , Temel Kalafat

Abstract

Bu çalışmada, demokratik okul çevresi ve öğretmen tükenmişliği arasındaki ilişki kontrol
edilmiştir. Çalışma iki bölümden oluşmaktadır. Birinci bölüm, “Demokratik Okul
Ölçeği”nin geliştirilmesi, ikinci bölüm ise öğretmenlerin okullarda algıladıkları demokratik
davranışların düzeyi ile öğretmen tükenmişliği arasındaki ilişkinin incelenmesini
içermektedir. Araştırma katılımcıları Çanakkale, İstanbul ve Kayseri’den tesadüfi olarak
alınan toplam 150 öğretmeni içermektedir. Çalışmanın verileri “Demokratik Okul Ölçeği”
ve “Maslach Tükenmişlik Ölçeği” kullanılarak toplanmıştır. Çalışma sonuçları
“Demokratik Okul Ölçeği”nin okul çevresindeki demokratik davranışlarla ilgili algısını
ölçmede geçerli ve güvenilir bir ölçme aracı olduğunu ve okul çevresinde algılanan
demokratik davranışların yüksekliği ile öğretmen tükenmişliği arasında negatif bir ilişki
olduğunu ortaya koymaktadır.

Keywords

tükenmişlik Demokratik Okul Çevresi Ölçesi (DOÇÖ) demokratik okul

References

  • Abu-Hilal, M. M., & Salameh, K. M. (1992). Validity and reliability of the Maslach Burnout Inventory for a sample of non-western teachers. Educational and Psychological Measurement, 52, 161.
  • Anderson, M. B. G., & Iwanicki, F. E. (1984). Teacher burnout and its relationship to burnout. Educational Administration Quarterly, 20, 109.
  • Antonio, D. M. (2008). Creating Better Schools Through Democratic School Leadership. International Journal of Leadership in Education, 11 (1) , 43-62.
  • Barut, Y., & Kalkan, M. (2002). Ondokuz Mayıs Üniversitesi Öğretim Elemanlarının Tükenmişlik Düzeylerinin İncelenmesi, O.M.Ü. Eğitim Fakültesi Dergisi, 14, 66–77. Begley, P. T., & Zaretsky, L. (2004). Democratic School Leadership in Canada's Puplic School Systems: Professional Value and Social Ethic. Journal of Educational Administration, 42 (6) , 640-655.
  • Bibaou-Nakou, L., Stogiannidaou, A., & Kieosseoglou, G. (1999) The Relationship Between Teacher Burnout and Teachers’ Attributions and Practices Regarding School Behavior Problems, School Psychology International, 20, 209.
  • Budak, G., & Sürgevil, O. (2005). Tükenmişlik ve Tükenmişliği Etkileyen Örgütsel Faktörlerin Analizine İlişkin Akademik Personel Üzerine Bir Uygulama, D.E.Ü.İ.İ.B.F. Dergisi, 20(2), 95–108.
  • Calabrese, L. R., & Seldin, C. A. (1987). A contextual analysis alienation among school constituencies. Urban Education, 22, 227.
  • Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing student engagement: A children's rights approach. School Psychology International, 30 , 282-290.
  • Crocker, L., & Algina, J. (1986). Intorduction to classical and modern test theory. Philadelphia: Harcourt Brace Jovanovich College Puplishers.
  • Dewey, J. (2007). Deneyim ve Eğitim. Ankara: ODTÜ Yayıncılık.
  • Dorman, P. J. (2003). Relationship between school and classroom environment and teacher burnout: A Lisrel Analysis. Social Psychology of Education, 6, 107–127.
  • Dworkin, G. A. (2001). Perspectives on teacher burnout and school reform. International Education Journal, 2(2), 69–78.
  • Dworkin, G. A., Saha, L. J., & Hill, N. A. (2003). Teacher burnout and perception of a democratic school environment. International Education Journal, 4(2), 108–120.
  • Evers, W. G. J., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 25, 131.
  • Fejgin, N., Talmor, R. & Erlich, I. (2005). Inclusion and burnout in physical education. European Physical Education Review, 11, 29.
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159–164.
  • Friedman, A. I. (1993). Burnout in teachers: The concept and its unique core meaning. Educational and Psychological Measurement, 53, 1035.
  • Friedman, A. I. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5, 229–251.
  • Friedman, A. I. (2003). Self-Efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191–215.
  • Friesen, D., & Sarros, J. C. (1989). Sources of burnout among educators. Journal of Organizational Behavior, 10(2), 179–188.
  • Girgin, G., & Baysal, A. (2005). Tükenmişlik Sendromuna Bir Örnek: Zihinsel Engelli Öğrencilere Eğitim Veren Öğretmenlerin Tükenmişlik Düzeyi. TSK Koruyucu Hekimlik Bülteni, 4(4), 172–187.
  • Gündüz, B. (2005). İlköğretim Öğretmenlerinde Tükenmişlik. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 152–166.
  • Goddard, M. L. (1990). Avoiding teacher burnout in evaluating business communication assignments. Business Communication Quaterly, 53, 23.
  • Gold Y., & Michael, B. W. (1985). Academic self-concept correlates of potential burnout in a sample of first semester elementary school practice teachers: A concurrent validity study. Educational And Psychological Measurement, 45, 909.
  • Gray, P., & Feldman, J. (2004). Playing in the Zone of Proximal Development: Qualities of Self-Directed Age Mixing Between Adolescents and Young Children at a Democratic School. American Journal of Education, 110 , 108-145.
  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24 , 1349–1363.
  • Hastings, P. R., & Bham, M. S. (2003). The relationship between student behavior patterns and teacher burnout. School Psychology International, 24, 115.
  • Iwanicki, F. E. (1983). Toward understanding and alleviating teacher burnout. Theory into Practice (Coping With Stress), 22(1), 27–32.
  • Kırılmaz, Y. A., Çelen, Ü., & Sarp N. (2003). İlköğretimde Çalışan Bir Öğretmen Grubunda “Tükenmişlik Durumu” Araştırması. İlköğretim Online, 2 (1), 2–9.
  • Maslach, C., & Jackson, S. E. (1981) Maslach Burnout Inventory Manual. Palo Alto, Ca: Consulting Psychologist Press.
  • Maslach, C., & Leiter, M. P. (1997). Truth about Burnout. San Francisco, CA: Jossey-Bass,.
  • McNelly, R. L. (1983). Organizational patterns, work and burnout in public schools. Urban Education, 18, 82.
  • Nagy, L. M. (2006). Changes for avoiding burnout in teachers and advisers. Education Digest, October, 14–18.
  • Ozdemir, S. (2006). Burnout levels of teachers of students AD/HD in Turkey: Comparison with teachers of non-AD/HD students. Education and Treatment of Children, 29 (4), 693–709.
  • Sabancı, A. (2009). The effect of primary school teachers' burnout on organizational health. Procedia Social and Behavioral Sciences, 1 , 195–205.
  • Schaufeli, B. W., Daamen, J., & Mierlo, H. V. (1994). Burnout among Dutch teachers: An Mbi-validity study. Educational and Psychological Measurement, 54, 803.
  • Schwab, L. R., & Iwanicki, E. F. (1982). Perceived role conflict, Role ambiguity and teacher burnout. Educational Administration Quarterly, 18, 60.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518–524.
  • Somach, A., & Miassy-Maljak, N. (2003). The relationship between religiosity and burnout of principals: The meaning of educational work and Role variables as mediators. Social Psychology of Education, 6, 61–90.
  • Stam, A., & Cox, J. (1993). Teacher burnout: The dull reality. Music Educators Journal, 80(3), 33–36.
  • Talmor, R., Reiter, S., & Feigin, N. (2005). Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education, 20(2), 215–229.
  • Tam, S. K. T., & Mong, P. K. L. (2005). Job stress, perceived inequity and burnout among school social workers in Hong Kong. International Social Work, 48, 467.
  • Unterbrink, T., Hack, A., Pfeifer, R. et. al. (2007). Burnout and effort-reward-imbalance in a sample of 949 German Teachers. International Archives of Occupational and Environmental Health, 80(5), 433–441.
  • Zeichner, K. M. (1989). Preparing Teachers for Democratic Schools. Action in Teacher Education, 11 (1) , 5-10.

The Investigation of Relationship between Teacher Burnout and Democratic School Environment

Year 2013, Volume: 2 Issue: 1, 1 - 14, 19.03.2016

Salih Zeki Genç , Temel Kalafat

Abstract

The correlation between a democratic school environment and teacher burnout was controlled in this study. The first part of study concerns developing a “Democratic School Environment Scale (DESES)”, and the second, controls correlation between teacher perception about democratic behaviour in school and teacher burnout. The research participants, 150 teachers from Çanakkale, İstanbul and Kayseri, were chosen randomly. The study data was collated by using DESES and “Maslach Burnout Inventory (MBI)”. The results reveal that DESES is a valid and reliable measurement tool for determining teacher perception levels of democratic behaviour in their schools. It also reveals a negative correlation between highly perceived democratic behaviour in schools and teacher burnout.

Keywords

burnout Democratic School Environment Scale (DESES) democratic school

References

  • Abu-Hilal, M. M., & Salameh, K. M. (1992). Validity and reliability of the Maslach Burnout Inventory for a sample of non-western teachers. Educational and Psychological Measurement, 52, 161.
  • Anderson, M. B. G., & Iwanicki, F. E. (1984). Teacher burnout and its relationship to burnout. Educational Administration Quarterly, 20, 109.
  • Antonio, D. M. (2008). Creating Better Schools Through Democratic School Leadership. International Journal of Leadership in Education, 11 (1) , 43-62.
  • Barut, Y., & Kalkan, M. (2002). Ondokuz Mayıs Üniversitesi Öğretim Elemanlarının Tükenmişlik Düzeylerinin İncelenmesi, O.M.Ü. Eğitim Fakültesi Dergisi, 14, 66–77. Begley, P. T., & Zaretsky, L. (2004). Democratic School Leadership in Canada's Puplic School Systems: Professional Value and Social Ethic. Journal of Educational Administration, 42 (6) , 640-655.
  • Bibaou-Nakou, L., Stogiannidaou, A., & Kieosseoglou, G. (1999) The Relationship Between Teacher Burnout and Teachers’ Attributions and Practices Regarding School Behavior Problems, School Psychology International, 20, 209.
  • Budak, G., & Sürgevil, O. (2005). Tükenmişlik ve Tükenmişliği Etkileyen Örgütsel Faktörlerin Analizine İlişkin Akademik Personel Üzerine Bir Uygulama, D.E.Ü.İ.İ.B.F. Dergisi, 20(2), 95–108.
  • Calabrese, L. R., & Seldin, C. A. (1987). A contextual analysis alienation among school constituencies. Urban Education, 22, 227.
  • Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing student engagement: A children's rights approach. School Psychology International, 30 , 282-290.
  • Crocker, L., & Algina, J. (1986). Intorduction to classical and modern test theory. Philadelphia: Harcourt Brace Jovanovich College Puplishers.
  • Dewey, J. (2007). Deneyim ve Eğitim. Ankara: ODTÜ Yayıncılık.
  • Dorman, P. J. (2003). Relationship between school and classroom environment and teacher burnout: A Lisrel Analysis. Social Psychology of Education, 6, 107–127.
  • Dworkin, G. A. (2001). Perspectives on teacher burnout and school reform. International Education Journal, 2(2), 69–78.
  • Dworkin, G. A., Saha, L. J., & Hill, N. A. (2003). Teacher burnout and perception of a democratic school environment. International Education Journal, 4(2), 108–120.
  • Evers, W. G. J., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 25, 131.
  • Fejgin, N., Talmor, R. & Erlich, I. (2005). Inclusion and burnout in physical education. European Physical Education Review, 11, 29.
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159–164.
  • Friedman, A. I. (1993). Burnout in teachers: The concept and its unique core meaning. Educational and Psychological Measurement, 53, 1035.
  • Friedman, A. I. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5, 229–251.
  • Friedman, A. I. (2003). Self-Efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191–215.
  • Friesen, D., & Sarros, J. C. (1989). Sources of burnout among educators. Journal of Organizational Behavior, 10(2), 179–188.
  • Girgin, G., & Baysal, A. (2005). Tükenmişlik Sendromuna Bir Örnek: Zihinsel Engelli Öğrencilere Eğitim Veren Öğretmenlerin Tükenmişlik Düzeyi. TSK Koruyucu Hekimlik Bülteni, 4(4), 172–187.
  • Gündüz, B. (2005). İlköğretim Öğretmenlerinde Tükenmişlik. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 152–166.
  • Goddard, M. L. (1990). Avoiding teacher burnout in evaluating business communication assignments. Business Communication Quaterly, 53, 23.
  • Gold Y., & Michael, B. W. (1985). Academic self-concept correlates of potential burnout in a sample of first semester elementary school practice teachers: A concurrent validity study. Educational And Psychological Measurement, 45, 909.
  • Gray, P., & Feldman, J. (2004). Playing in the Zone of Proximal Development: Qualities of Self-Directed Age Mixing Between Adolescents and Young Children at a Democratic School. American Journal of Education, 110 , 108-145.
  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24 , 1349–1363.
  • Hastings, P. R., & Bham, M. S. (2003). The relationship between student behavior patterns and teacher burnout. School Psychology International, 24, 115.
  • Iwanicki, F. E. (1983). Toward understanding and alleviating teacher burnout. Theory into Practice (Coping With Stress), 22(1), 27–32.
  • Kırılmaz, Y. A., Çelen, Ü., & Sarp N. (2003). İlköğretimde Çalışan Bir Öğretmen Grubunda “Tükenmişlik Durumu” Araştırması. İlköğretim Online, 2 (1), 2–9.
  • Maslach, C., & Jackson, S. E. (1981) Maslach Burnout Inventory Manual. Palo Alto, Ca: Consulting Psychologist Press.
  • Maslach, C., & Leiter, M. P. (1997). Truth about Burnout. San Francisco, CA: Jossey-Bass,.
  • McNelly, R. L. (1983). Organizational patterns, work and burnout in public schools. Urban Education, 18, 82.
  • Nagy, L. M. (2006). Changes for avoiding burnout in teachers and advisers. Education Digest, October, 14–18.
  • Ozdemir, S. (2006). Burnout levels of teachers of students AD/HD in Turkey: Comparison with teachers of non-AD/HD students. Education and Treatment of Children, 29 (4), 693–709.
  • Sabancı, A. (2009). The effect of primary school teachers' burnout on organizational health. Procedia Social and Behavioral Sciences, 1 , 195–205.
  • Schaufeli, B. W., Daamen, J., & Mierlo, H. V. (1994). Burnout among Dutch teachers: An Mbi-validity study. Educational and Psychological Measurement, 54, 803.
  • Schwab, L. R., & Iwanicki, E. F. (1982). Perceived role conflict, Role ambiguity and teacher burnout. Educational Administration Quarterly, 18, 60.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518–524.
  • Somach, A., & Miassy-Maljak, N. (2003). The relationship between religiosity and burnout of principals: The meaning of educational work and Role variables as mediators. Social Psychology of Education, 6, 61–90.
  • Stam, A., & Cox, J. (1993). Teacher burnout: The dull reality. Music Educators Journal, 80(3), 33–36.
  • Talmor, R., Reiter, S., & Feigin, N. (2005). Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education, 20(2), 215–229.
  • Tam, S. K. T., & Mong, P. K. L. (2005). Job stress, perceived inequity and burnout among school social workers in Hong Kong. International Social Work, 48, 467.
  • Unterbrink, T., Hack, A., Pfeifer, R. et. al. (2007). Burnout and effort-reward-imbalance in a sample of 949 German Teachers. International Archives of Occupational and Environmental Health, 80(5), 433–441.
  • Zeichner, K. M. (1989). Preparing Teachers for Democratic Schools. Action in Teacher Education, 11 (1) , 5-10.
There are 44 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Salih Zeki Genç

Temel Kalafat

Publication Date March 19, 2016
Published in Issue Year 2013Volume: 2 Issue: 1

Cite

APA Genç, S. Z., & Kalafat, T. (2016). The Investigation of Relationship between Teacher Burnout and Democratic School Environment. Cumhuriyet Uluslararası Eğitim Dergisi, 2(1), 1-14.
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