Sosyal Bilgiler Öğretmenlerinin Mesleki Tükenmişlik Düzeylerinin ve Öz-Yeterlik İnançlarının İncelenmesi
Küçük Resim Yok
Tarih
2022
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt University
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı sosyal bilgiler öğretmenlerinin mesleki tükenmişlik düzeylerinin ve öğretmen öz-yeterlik inançlarının incelenmesidir. Nicel araştırma yöntemlerinden tarama modelinde desenlenen bu çalışmanın örneklemi Van ili merkez ilçelerindeki Milli Eğitim Bakanlığı'na bağlı ortaokullarda görev yapan 154 sosyal bilgiler öğretmeninden oluşmuş, veriler "kişisel bilgi formu", "Tükenmişlik Envanteri Eğitimci Formu" ve "Öğretmen Öz-yeterlik İnancı Ölçeği" ile toplanmıştır. Yapılan analizler sonucunda, sosyal bilgiler öğretmenlerinin mesleki tükenmişliğin duygusal tükenme boyutundaki tükenmişliklerinin orta düzeyde olduğu, duyarsızlaşma boyutundaki tükenmişliklerinin düşük düzeyde olduğu, kişisel başarı alt boyutundaki tükenmişliklerinin ise yüksek düzeyde olduğu bulunmuştur. Bununla birlikte öğretmen öz-yeterlik inanç düzeylerinin akademik öz-yeterlik, mesleki öz-yeterlik, sosyal öz-yeterlik boyutlarında ve öz-yeterlik inanç ölçeğinin genel toplamında yüksek olduğu, entelektüel boyutta ise orta düzeyde olduğu belirlenmiştir. Ayrıca, mesleki tükenmişliğin duygusal tükenme ve duyarsızlaşma boyutları ile öğretmen öz-yeterlik inançlarının akademik öz-yeterlik, mesleki öz-yeterlik, sosyal öz-yeterlik, entelektüel öz-yeterlik boyutları ve toplam öz-yeterlikleri arasında anlamlı bir ilişki bulunmamıştır. Mesleki tükenmişliğin kişisel başarı boyutu ile öğretmen öz-yeterlik inançlarının akademik öz-yeterlik, mesleki öz-yeterlik, sosyal öz-yeterlik, entelektüel öz-yeterlik boyutları ve toplam öz-yeterlikleri arasında ise pozitif yönde anlamlı bir ilişki bulunmuştur.
The aim of this study is to examine the job burnout level and self-efficacy beliefs of social studies teachers. The sample of this survey-based quantitative research consisted of 154 social studies teachers working in secondary schools affiliated to the Ministry of National Education in the central districts of Van. The data collected through a "Personal Information Form", "Maslach Burnout Inventory Educator Form" and "Teacher Self-Efficacy Scale". Data analysis showed that that social studies teachers' burnout in emotional exhaustion dimension was moderate, burnout in depersonalization dimension was low and burnout in dimension of personal accomplishment was high. It was also found that the self-efficacy beliefs of social studies teachers were high in dimensions of academic self-efficacy, professional self-efficacy and social self-efficacy, and in the overall total of self-efficacy belief scale. However, it was found to be medium in the intellectual self-efficacy dimension. Also, no significant relationship was found between dimensions of emotional exhaustion and depersonalization, and dimensions of academic self-efficacy, professional self-efficacy, social self-efficacy, intellectual self-efficacy and total self-efficacy. A positive correlation was found between the personal accomplishment dimension of job burnout, and academic self-efficacy, professional self-efficacy, social self-efficacy, intellectual self-efficacy and total self-efficacy of the teachers.
The aim of this study is to examine the job burnout level and self-efficacy beliefs of social studies teachers. The sample of this survey-based quantitative research consisted of 154 social studies teachers working in secondary schools affiliated to the Ministry of National Education in the central districts of Van. The data collected through a "Personal Information Form", "Maslach Burnout Inventory Educator Form" and "Teacher Self-Efficacy Scale". Data analysis showed that that social studies teachers' burnout in emotional exhaustion dimension was moderate, burnout in depersonalization dimension was low and burnout in dimension of personal accomplishment was high. It was also found that the self-efficacy beliefs of social studies teachers were high in dimensions of academic self-efficacy, professional self-efficacy and social self-efficacy, and in the overall total of self-efficacy belief scale. However, it was found to be medium in the intellectual self-efficacy dimension. Also, no significant relationship was found between dimensions of emotional exhaustion and depersonalization, and dimensions of academic self-efficacy, professional self-efficacy, social self-efficacy, intellectual self-efficacy and total self-efficacy. A positive correlation was found between the personal accomplishment dimension of job burnout, and academic self-efficacy, professional self-efficacy, social self-efficacy, intellectual self-efficacy and total self-efficacy of the teachers.
Açıklama
Anahtar Kelimeler
Other Fields of Education, Alan Eğitimleri
Kaynak
Bayburt Eğitim Fakültesi Dergisi
Bayburt Eğitim Fakültesi Dergisi
Bayburt Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
17
Sayı
35
