Kadın öğretmenlerde tükenmişlik (Burnout) sendromu: Nicel bir araştırma
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Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Sinop Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Tükenmişlik, kişilerin duygusal yönden duyarsızlaşmaları, mesleklerinde kişisel başarısızlık hissi yaşamaları ile oluşan bir sendromdur. Tükenmişlik sendromu, genellikle kişiler arası iletişimin yoğun olduğu meslek alanlarında daha çok görülmektedir. Öğretmenlik de kişilerle ilişki içerisinde olmayı gerektirdiğinden tükenmişlik sendromunun yoğun olarak yaşandığı meslek dallarından birisidir. Özellikle kadın öğretmenler, iş ile aile hayatının görev ve sorumlulukları arasında denge kuramayarak strese girmekte ve tükenmişlik sendromuna yakalanmaktadır. Bu çalışmanın amacı, Amasya ili Merkez ilçede görev yapan kadın öğretmenlerin tükenmişlik düzeylerini saptamak ve tükenmişlik düzeylerinin demografik, bağlamsal değişkenlere göre farklılık gösterip göstermediğini belirlemektir. Araştırma, 2022-2023 Eğitim-Öğretim yılında Amasya ili Merkez ilçedeki devlet okullarında görev yapan 1.177 kadın öğretmenden oluşmaktadır. Çalışmaya 6 ilkokul, 5 ortaokul, 10 lisede görev yapan toplamda 150 kadın öğretmen katılım sağlamıştır. Çalışma verilerinin elde edilmesinde, araştırmacının geliştirdiği Kişisel Bilgi Formu ile Maslach Tükenmişlik Ölçeği kullanılmıştır. Verilerin analizi, SPSS for Windows 22.0 programıyla yapılarak tükenmişlik ölçeğinin güvenirliğini saptamada Cronbach Alfa, yapı geçerliği için Doğrulayıcı Faktör Analizi, faktör analizinde ise Kaiser Meyer Olkin ile Bartlett Küresellik testlerinden yararlanılmıştır. Araştırma sonunda, tükenmişlik ölçeği alt boyutlarında kadın öğretmenlerin duygusal tükenmelerinin orta düzeyde, duyarsızlaşmalarının düşük düzeyde, kişisel başarısızlıklarının yüksek düzeyde olduğu tespit edilmiştir. Kadın öğretmenlerin tükenmişlik düzeyleri ile yaş, meslekte çalışılan süre, görev yapılan eğitim kademesi, sınıftaki ortalama öğrenci sayısı, haftalık ders saati değişkenlerinde anlamlı farklılık olduğu; medeni durum, eğitim düzeyi, kurumda çalışma şekli, branşında çalışıp çalışmama durumu değişkenlerinde ise anlamlı farklılık olmadığı görülmüştür.
Burnout is a syndrome that occurs when people become emotionally depersonalised and experience a sense of personal failure in their profession. Burnout syndrome is generally more common in professions where interpersonal communication is intense. Teaching is one of the professions where burnout syndrome is experienced intensely since it requires being in contact with people. Especially female teachers are stressed by not being able to balance between the duties and responsibilities of work and family life and suffer from burnout syndrome. The aim of this study is to determine the burnout levels of female teachers working in the central district of Amasya province and to determine whether burnout levels differ according to demographic and contextual variables. The study consists of 1,177 female teachers working in public schools in the central district of Amasya province in the 2022-2023 academic year. A total of 150 female teachers working in 6 primary schools, 5 secondary schools and 10 high schools participated in the study. Personal Information Form and Maslach Burnout Scale developed by the researcher were used to obtain the study data. The data were analysed with SPSS for Windows 22.0 software and Cronbach's Alpha was used to determine the reliability of the burnout scale, Confirmatory Factor Analysis was used for construct validity and Kaiser Meyer Olkin and Bartlett Sphericity tests were used in factor analysis. At the end of the study, it was found that emotional exhaustion, depersonalisation and personal failure of female teachers were at medium, low and high levels, respectively in the sub-dimensions of burnout scale. It was found that there was a significant difference between the burnout levels of female teachers and the variables of age, length of service in the profession, level of education, average number of students in the classroom, and weekly course hours; there was no significant difference in the variables of marital status, education level, type of work in the institution and whether they were working in their branch or not.
Burnout is a syndrome that occurs when people become emotionally depersonalised and experience a sense of personal failure in their profession. Burnout syndrome is generally more common in professions where interpersonal communication is intense. Teaching is one of the professions where burnout syndrome is experienced intensely since it requires being in contact with people. Especially female teachers are stressed by not being able to balance between the duties and responsibilities of work and family life and suffer from burnout syndrome. The aim of this study is to determine the burnout levels of female teachers working in the central district of Amasya province and to determine whether burnout levels differ according to demographic and contextual variables. The study consists of 1,177 female teachers working in public schools in the central district of Amasya province in the 2022-2023 academic year. A total of 150 female teachers working in 6 primary schools, 5 secondary schools and 10 high schools participated in the study. Personal Information Form and Maslach Burnout Scale developed by the researcher were used to obtain the study data. The data were analysed with SPSS for Windows 22.0 software and Cronbach's Alpha was used to determine the reliability of the burnout scale, Confirmatory Factor Analysis was used for construct validity and Kaiser Meyer Olkin and Bartlett Sphericity tests were used in factor analysis. At the end of the study, it was found that emotional exhaustion, depersonalisation and personal failure of female teachers were at medium, low and high levels, respectively in the sub-dimensions of burnout scale. It was found that there was a significant difference between the burnout levels of female teachers and the variables of age, length of service in the profession, level of education, average number of students in the classroom, and weekly course hours; there was no significant difference in the variables of marital status, education level, type of work in the institution and whether they were working in their branch or not.
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Keywords
Eğitim ve Öğretim, Education and Training
