Research Article
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Burnout of early childhood education teachers in Turkey

Year 2019, Volume: 7 Issue: 1, 27 - 40, 16.10.2018

Ozcan Doğan Zeynep Berna Erdiller Yatmaz

https://doi.org/10.30720/ered.455868

Abstract

The purpose of the study is to examine burnout
experienced by Turkish early childhood education teachers working in public
preschools serving children from three to six years. The participants of the
study, 869 early childhood education teachers, were gathered through simple
random sampling. The data for the study were gathered through Maslach Burnout
Inventory (MBI) which was developed by Maslach and Jackson (1981) and adapted
into Turkish by Ergin (1992) was used for the study. Based on independent
samples t-test and analysis of variance the burnout experienced by the teachers
examined according to various personal and professional factors such as gender,
marital status, monthly income, educational level, years of experience in
occupation, and age group of children. Findings suggest that teachers' burnout
was related with such such factors as geographical region, gender, monthly
income, educational level and background, job position, current work experience
and marital status of teachers.

Keywords

Burnout; early childhood teachers; teacher burnout; early childhood education; teacher development

References

  • Akbaba, S. (2014). A comparison of the burnout levels of teachers with different occupational satisfaction sources. Educational Sciences Theory and Practice, 14(4), 1253-1261.
  • Akın, U. & Oğuz, E. (2010). Öğretmenlerin işkoliklik ve tükenmişlik düzeylerinin ilişkisi ve çeşitli değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 16(3), 309-327.
  • Akın, U., Aydın, İ., Erdoğan, Ç. & Demirkasımoğlu, N. (2014). Emotional labor and burnout among Turkish primary school teachers. Australian Education Research, 41, 155-169.Akman, B. Taşkın, N., Özden, Z. & Çörtü, F. (2010). A study on preschool teachers’ burnout. Elementary Education Online, 9(2), 807-815.
  • Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6 (2011), 185–207.
  • Brissie, J.S., Hoover-Dempsey, K.V., & Bassler, O.C. (1988). Individual and situational contributors of teacher burnout. Journal of Educational Research, 86, 173-184.
  • 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 (2005), 929-940.
  • Cemaloğlu, N. & Erdemoğlu, Ş. (2007). Öğretmnerşn tükenmişlik düzeylerinin farklı değişkenlere göre incelenmesi. Kastamonu Eğitim Dergisi, 15(2), 465-484.
  • Cenkseven-Önder, F., & Sarı, M. (2009). The quality of school life and burnout as predictors of subjective well-being among teachers. Educational Sciences: Theory & Practice, 9 (3),1223-1236.
  • Cerit, M. (2008). İlköğretim okul müdürlerinin hizmet yönelimli liderlik davranışlarının öğretmenlerin tükenmişliklerine etkisi. Educational Administration: Theory and Practice, 55, 547-570.
  • Cheng, M. M. H., Chan, K., Tang, S. Y. V., & Cheng, A. Y. N. (2009). Preservice teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25, 319–327.
  • Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21 (2005) 563–577.
  • Deniz Kan, Ü. (2008). Bir grup okulöncesi öğretmeninde tükenmişlik durumunun incelenmesi. Kastamonu Eğitim Dergisi, 16(2), 431-438.
  • Doğan, Ö. & Erdiller Yatmaz, Z. B. (2018). The examination of Turkish early childhood education teachers’ professional identity, Early Child Development and Care, DOI:10.1080/03004430.2016.1269763
  • Erdiller, Z. & Doğan, Ö. (2015). The examination of teacher stress among Turkish early childhood education teachers. Early Child Development and Care, 185(4), 631-646
  • Filiz, Z. (2014). Öğretmenlerin işdoyumu ve tükenmişlik düzeylerinin incelenmesi. Uluslararası Yönetim ve İktisat ve İşletme Dergisi, 10(23), 157-171.Freudenberger, N.D. (1974). “Staff Burnout”. Journal of Social Issues, 30, 159–165
  • Girgin, G. (2010). Öğretmenlerde tükenmişliğe etki eden faktörlerin araştırılması. Elektronik Sosyal Bilimler Dergisi, 9(32), 31-48.
  • Goddard, R., O’Brien, P., & Goddard, M. (2006). Work environment predictors of beginning teacher burnout. British Educational Research Journal, 32 (6),857–874.
  • Hakanen, J.J., Bakker, A.B., & Schaufeli,W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43 (2006) 495–513.Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26 (2010), 1530-1543.
  • İnandı, Y. (2009). The barriers to career advancement of female teachers in Turkey and their level of burnout. Social Behavior and Personality, 37(8), 1143-1152. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
  • Kokkinos, C.M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243.
  • Koruklu, N., Feyzioğlu, B., Özenoğlu-Kiremit, H. & Aladağ, E. (2012). Öğretmenlerin tükenmişlik düzeylerinin bazı değişkenlere göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1812-1831.
  • Martin, N.K., Sass, D.A., & Schmitt, T.A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28 (2012), 546-559.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C. Leiter, M.P., & Jackson, S.E. (2012). Making a significant difference with burnout interventions: Researcher and practitioner collaboration. Journal of Organizational Behavior, 33 (2), 296-300.
  • McCormick, J. & Barnett, K. (2011) Teachers' attributions for stress and their relationship with burnout. International Journal of Educational Management, 25 (3), 278 – 293.
  • Noor, N., & Zainuddin, M. (2011). Emotional labor and burnout among female teachers: Work–family conflict as mediator. Asian Journal of Social Psychology, 14, 283–293.
  • Ozdemir, S. (2006). Burnout levels of teachers of students with AD/HD in Turkey: Comparison with teachers of non-AD/HD students. Education and Treatment of Children, 29 (4), 693-709.
  • Öztürk, A. & Deniz, A. E. (2008). Analysis of emotional intelligence, job satisfaction and burnout levels of preschool teachers according to some variables. Elementary Education Online, 7(3), 578-599.
  • Pas, E.T., Bradshaw, C.P. & Hershfeldt, P.A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50 (1), 129-145.
  • Peker, R. (2002). İlköğretim okullrında görev yapan öğretmenlerin mesleki tükenmişliklerine etki eden bazı faktörler. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 305-318.
  • Sak, R. (2018). Gender differences in Turkish early childhood teacher’ job satisfaction, job burnout and organizational cynicism. Early Childhood Education Journal, doi.org/10.1007/s10643-018-0895-9.
  • Schaufeli, W.B., & Salanova, M. (2007). Work engagement: An emerging psychological concept and its implications for organizations. In S.W. Gilliland, D.D. Steiner & D.P.Skarlicki (Eds.), Research in social issues in management: Vol. 5. Managing social and ethical issues in organizations. Greenwich, CT: Information Age Publishers.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26 (2010), 1059-1069.
  • 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, DOI: 10.1080/08856250500055735
  • Tümkaya, S. (1996). Öğretmenlerdeki tükenmişlik, görülen psikolojik belirtiler ve başa çıkma davranışları (Doctoral dissertation, Çukurova University, Adana, Turkey). Retrieved from http://tez2.yok.gov.tr/
  • Tuğrul, B. & Çelik, E. (2003). Normal çocuklarla çalışan anaokulu öğretmenlerinde tükenmişlik. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(25), 33-39.
  • Ullrich, A., Lambert, R.G., & McCarthy, C.J. (2012). Relationship of German elementary teachers’ occupational experience, stress, and coping resources to burnout symptoms. International Journal of Stress Management, 19 (4), 333–342.
  • Van Horn, J.E., Schaufeli, W.B., & Enzmann, D. (1999). Teacher burnout and lack of reciprocity. Journal of Applied Social Psychology, 29 (1),91 -108.
  • Vercambre, M.N., Brosselin, P., Gilbert, F., Nerrière, E., & Kovess-Masféty, V.(2009). Individual and contextual covariates of burnout: a cross-sectional nationwide study of French teachers. Retrieved from: http://www.biomedcentral.com/1471-2458/9/333
  • Yavuz, M. & Özgür, H. (2016). Otistik spectrum bozukluğu olan öğrencilerle çalışan öğretmenlerin mesleki tükenmişlik düzeylerinin incelenmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(2), 47-67.
  • Wang, Y., Ramos, A., Hui, W., Li, L., Yang, X., Wang, J., & Wang, L. (2014). Relationship between occupational stress and burnout among Chinese teachers: a cross sectional survey in Liaoning, China. International Archives of Occupational Environmental Health, 88, 589–597

Türkiye’deki Okul Öncesi Öğretmenlerin Tükenmişlik Düzeyleri

Year 2019, Volume: 7 Issue: 1, 27 - 40, 16.10.2018

Ozcan Doğan Zeynep Berna Erdiller Yatmaz

https://doi.org/10.30720/ered.455868

Abstract

Bu çalışmanın
amacı Türkiye’de devlet okullarında üç ila altı yaş arası çocuklarla çalışan
okulöncesi öğretmenlerin yaşadıkları tükenmişlik düzeylerinin araştırılmasıdır.
Çalışmaya basit örnekleme yöntemi ile seçilen 869 okulöncesi öğretmeni dahil
edilmiştir. Çalışmanın verileri Maslach ve Jackson (1981) tarafından
geliştirilen ve Ergin (1992) tarafından Türkçeye uyarlanan Maslach Tükenmişlik
Ölçeği (MTÖ) ile toplanmıştır. Öğretmenlerin tükenmişlik düzeyleri ile cinsiyetleri,
madeni durumları, görev yaptıkları bölge, çocuk gelişimi ve eğitimi bölümü
mezunu olup olmamaları, eğitim düzeyleri, şu anki görevleri, aktif olarak
çocuklarla çalışıp çalışmamaları gibi çeşitli kişisel ve mesleki faktör
arasındaki ilişki bağımsız gruplar t-testi ve varyans analizi kullanılarak
incelenmiştir. Sonuçlar öğretmenlerin tükenmişlik düzeyleri ile cinsiyetleri,
madeni durumları, görev yaptıkları bölge, çocuk sahibi olup olmamaları, çocuk
gelişimi ve eğitimi bölümü mezunu olup olmamaları, mesleki deneyimleri, eğitim
düzeyleri, şu anki görevleri, çalıştıkları çocukların yaş grupları, aylık
gelirleri ve engelli çocuklarla çalışma deneyimine sahip olup olmamaları gibi değişkenlerle
arasında ilişki olduğunu göstermektedir.

Keywords

Tükenmişlik; okulöncesi öğrenmeleri; öğretmen tükenmişliği; okulöncesi eğitimi; öğretmen gelişimi

References

  • Akbaba, S. (2014). A comparison of the burnout levels of teachers with different occupational satisfaction sources. Educational Sciences Theory and Practice, 14(4), 1253-1261.
  • Akın, U. & Oğuz, E. (2010). Öğretmenlerin işkoliklik ve tükenmişlik düzeylerinin ilişkisi ve çeşitli değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 16(3), 309-327.
  • Akın, U., Aydın, İ., Erdoğan, Ç. & Demirkasımoğlu, N. (2014). Emotional labor and burnout among Turkish primary school teachers. Australian Education Research, 41, 155-169.Akman, B. Taşkın, N., Özden, Z. & Çörtü, F. (2010). A study on preschool teachers’ burnout. Elementary Education Online, 9(2), 807-815.
  • Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6 (2011), 185–207.
  • Brissie, J.S., Hoover-Dempsey, K.V., & Bassler, O.C. (1988). Individual and situational contributors of teacher burnout. Journal of Educational Research, 86, 173-184.
  • 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 (2005), 929-940.
  • Cemaloğlu, N. & Erdemoğlu, Ş. (2007). Öğretmnerşn tükenmişlik düzeylerinin farklı değişkenlere göre incelenmesi. Kastamonu Eğitim Dergisi, 15(2), 465-484.
  • Cenkseven-Önder, F., & Sarı, M. (2009). The quality of school life and burnout as predictors of subjective well-being among teachers. Educational Sciences: Theory & Practice, 9 (3),1223-1236.
  • Cerit, M. (2008). İlköğretim okul müdürlerinin hizmet yönelimli liderlik davranışlarının öğretmenlerin tükenmişliklerine etkisi. Educational Administration: Theory and Practice, 55, 547-570.
  • Cheng, M. M. H., Chan, K., Tang, S. Y. V., & Cheng, A. Y. N. (2009). Preservice teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25, 319–327.
  • Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21 (2005) 563–577.
  • Deniz Kan, Ü. (2008). Bir grup okulöncesi öğretmeninde tükenmişlik durumunun incelenmesi. Kastamonu Eğitim Dergisi, 16(2), 431-438.
  • Doğan, Ö. & Erdiller Yatmaz, Z. B. (2018). The examination of Turkish early childhood education teachers’ professional identity, Early Child Development and Care, DOI:10.1080/03004430.2016.1269763
  • Erdiller, Z. & Doğan, Ö. (2015). The examination of teacher stress among Turkish early childhood education teachers. Early Child Development and Care, 185(4), 631-646
  • Filiz, Z. (2014). Öğretmenlerin işdoyumu ve tükenmişlik düzeylerinin incelenmesi. Uluslararası Yönetim ve İktisat ve İşletme Dergisi, 10(23), 157-171.Freudenberger, N.D. (1974). “Staff Burnout”. Journal of Social Issues, 30, 159–165
  • Girgin, G. (2010). Öğretmenlerde tükenmişliğe etki eden faktörlerin araştırılması. Elektronik Sosyal Bilimler Dergisi, 9(32), 31-48.
  • Goddard, R., O’Brien, P., & Goddard, M. (2006). Work environment predictors of beginning teacher burnout. British Educational Research Journal, 32 (6),857–874.
  • Hakanen, J.J., Bakker, A.B., & Schaufeli,W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43 (2006) 495–513.Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26 (2010), 1530-1543.
  • İnandı, Y. (2009). The barriers to career advancement of female teachers in Turkey and their level of burnout. Social Behavior and Personality, 37(8), 1143-1152. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
  • Kokkinos, C.M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243.
  • Koruklu, N., Feyzioğlu, B., Özenoğlu-Kiremit, H. & Aladağ, E. (2012). Öğretmenlerin tükenmişlik düzeylerinin bazı değişkenlere göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1812-1831.
  • Martin, N.K., Sass, D.A., & Schmitt, T.A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28 (2012), 546-559.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  • Maslach, C. Leiter, M.P., & Jackson, S.E. (2012). Making a significant difference with burnout interventions: Researcher and practitioner collaboration. Journal of Organizational Behavior, 33 (2), 296-300.
  • McCormick, J. & Barnett, K. (2011) Teachers' attributions for stress and their relationship with burnout. International Journal of Educational Management, 25 (3), 278 – 293.
  • Noor, N., & Zainuddin, M. (2011). Emotional labor and burnout among female teachers: Work–family conflict as mediator. Asian Journal of Social Psychology, 14, 283–293.
  • Ozdemir, S. (2006). Burnout levels of teachers of students with AD/HD in Turkey: Comparison with teachers of non-AD/HD students. Education and Treatment of Children, 29 (4), 693-709.
  • Öztürk, A. & Deniz, A. E. (2008). Analysis of emotional intelligence, job satisfaction and burnout levels of preschool teachers according to some variables. Elementary Education Online, 7(3), 578-599.
  • Pas, E.T., Bradshaw, C.P. & Hershfeldt, P.A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50 (1), 129-145.
  • Peker, R. (2002). İlköğretim okullrında görev yapan öğretmenlerin mesleki tükenmişliklerine etki eden bazı faktörler. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 305-318.
  • Sak, R. (2018). Gender differences in Turkish early childhood teacher’ job satisfaction, job burnout and organizational cynicism. Early Childhood Education Journal, doi.org/10.1007/s10643-018-0895-9.
  • Schaufeli, W.B., & Salanova, M. (2007). Work engagement: An emerging psychological concept and its implications for organizations. In S.W. Gilliland, D.D. Steiner & D.P.Skarlicki (Eds.), Research in social issues in management: Vol. 5. Managing social and ethical issues in organizations. Greenwich, CT: Information Age Publishers.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26 (2010), 1059-1069.
  • 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, DOI: 10.1080/08856250500055735
  • Tümkaya, S. (1996). Öğretmenlerdeki tükenmişlik, görülen psikolojik belirtiler ve başa çıkma davranışları (Doctoral dissertation, Çukurova University, Adana, Turkey). Retrieved from http://tez2.yok.gov.tr/
  • Tuğrul, B. & Çelik, E. (2003). Normal çocuklarla çalışan anaokulu öğretmenlerinde tükenmişlik. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(25), 33-39.
  • Ullrich, A., Lambert, R.G., & McCarthy, C.J. (2012). Relationship of German elementary teachers’ occupational experience, stress, and coping resources to burnout symptoms. International Journal of Stress Management, 19 (4), 333–342.
  • Van Horn, J.E., Schaufeli, W.B., & Enzmann, D. (1999). Teacher burnout and lack of reciprocity. Journal of Applied Social Psychology, 29 (1),91 -108.
  • Vercambre, M.N., Brosselin, P., Gilbert, F., Nerrière, E., & Kovess-Masféty, V.(2009). Individual and contextual covariates of burnout: a cross-sectional nationwide study of French teachers. Retrieved from: http://www.biomedcentral.com/1471-2458/9/333
  • Yavuz, M. & Özgür, H. (2016). Otistik spectrum bozukluğu olan öğrencilerle çalışan öğretmenlerin mesleki tükenmişlik düzeylerinin incelenmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(2), 47-67.
  • Wang, Y., Ramos, A., Hui, W., Li, L., Yang, X., Wang, J., & Wang, L. (2014). Relationship between occupational stress and burnout among Chinese teachers: a cross sectional survey in Liaoning, China. International Archives of Occupational Environmental Health, 88, 589–597
There are 41 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Research Article
Authors

Ozcan Doğan 0000-0002-8913-5934

Zeynep Berna Erdiller Yatmaz 0000-0002-8913-5934

Publication Date October 16, 2018
Published in Issue Year 2019 Volume: 7 Issue: 1

Cite

APA Doğan, O., & Erdiller Yatmaz, Z. B. (2018). Burnout of early childhood education teachers in Turkey. Ergoterapi Ve Rehabilitasyon Dergisi, 7(1), 27-40. https://doi.org/10.30720/ered.455868
AMA Doğan O, Erdiller Yatmaz ZB. Burnout of early childhood education teachers in Turkey. Ergoterapi ve Rehabilitasyon Dergisi. October 2018;7(1):27-40. doi:10.30720/ered.455868
Chicago Doğan, Ozcan, and Zeynep Berna Erdiller Yatmaz. “Burnout of Early Childhood Education Teachers in Turkey”. Ergoterapi Ve Rehabilitasyon Dergisi 7, no. 1 (October 2018): 27-40. https://doi.org/10.30720/ered.455868.
EndNote Doğan O, Erdiller Yatmaz ZB (October 1, 2018) Burnout of early childhood education teachers in Turkey. Ergoterapi ve Rehabilitasyon Dergisi 7 1 27–40.
IEEE O. Doğan and Z. B. Erdiller Yatmaz, “Burnout of early childhood education teachers in Turkey”, Ergoterapi ve Rehabilitasyon Dergisi, vol. 7, no. 1, pp. 27–40, 2018, doi: 10.30720/ered.455868.
ISNAD Doğan, Ozcan - Erdiller Yatmaz, Zeynep Berna. “Burnout of Early Childhood Education Teachers in Turkey”. Ergoterapi ve Rehabilitasyon Dergisi 7/1 (October 2018), 27-40. https://doi.org/10.30720/ered.455868.
JAMA Doğan O, Erdiller Yatmaz ZB. Burnout of early childhood education teachers in Turkey. Ergoterapi ve Rehabilitasyon Dergisi. 2018;7:27–40.
MLA Doğan, Ozcan and Zeynep Berna Erdiller Yatmaz. “Burnout of Early Childhood Education Teachers in Turkey”. Ergoterapi Ve Rehabilitasyon Dergisi, vol. 7, no. 1, 2018, pp. 27-40, doi:10.30720/ered.455868.
Vancouver Doğan O, Erdiller Yatmaz ZB. Burnout of early childhood education teachers in Turkey. Ergoterapi ve Rehabilitasyon Dergisi. 2018;7(1):27-40.

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