The Effect of Classroom Teachers Professional Commitment and Burnout  on Their Classroom Management Skills

Seher Acarbaş; Kasım Karaman

Makale detayları

The Effect of Classroom Teachers Professional Commitment and Burnout on Their Classroom Management Skills

Yazarlar:

Seher Acarbaş | Kasım Karaman

Yayıncı:

Erciyes University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.77-93

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327255

pISSN:

2718-0654

Anahtar kelimeler:

Özet:

 In this study, it was aimed to examine the effect of classroom teachers commitment to the teaching profession and professional burnout on their classroom management skills. In this context, the differentiation status of classroom management skills, commitment to teaching profession and burnout levels of classroom teachers according to demographic characteristics, correlational relationship between variables and the effect of demographic characteristics and other variables on classroom management skills of teachers were evaluated. The sample group of the study consisted of 358 classroom teachers working in the central districts of Kayseri province and selected by simple random sampling. Personal Information Form including the demographic characteristics of the classroom teachers, Classroom Management Skills Scale developed to determine the level of classroom management skills, Maslach Burnout Scale to determine the burnout level of teachers and Dedication to Teaching Profession Scale to determine the level of teachers dedication to the profession were used as data collection tools. SPSS 26 program was used for data analysis. Normal distribution test, Independent Sample T test, One Way Anova, Correlation and Regression tests were conducted. According to the findings of the study, while there was no significant difference between the professional seniority variable and classroom management skills of classroom teachers, significant differences were found according to the age variable. Teachers between the ages of 31-40 were found to have higher classroom management skills than teachers in other age groups. According to gender, it was seen that the classroom management skills of female teachers differed significantly from male teachers. No significant difference was found in the sub-dimensions of classroom management skills according to the location of the school, except for motivation. On the other hand, it was concluded that professional commitment affects classroom management skills positively, while professional burnout affects them negatively.

 In this study, it was aimed to examine the effect of classroom teachers commitment to the teaching profession and professional burnout on their classroom management skills. In this context, the differentiation status of classroom management skills, commitment to teaching profession and burnout levels of classroom teachers according to demographic characteristics, correlational relationship between variables and the effect of demographic characteristics and other variables on classroom management skills of teachers were evaluated. The sample group of the study consisted of 358 classroom teachers working in the central districts of Kayseri province and selected by simple random sampling. Personal Information Form including the demographic characteristics of the classroom teachers, Classroom Management Skills Scale developed to determine the level of classroom management skills, Maslach Burnout Scale to determine the burnout level of teachers and Dedication to Teaching Profession Scale to determine the level of teachers dedication to the profession were used as data collection tools. SPSS 26 program was used for data analysis. Normal distribution test, Independent Sample T test, One Way Anova, Correlation and Regression tests were conducted. According to the findings of the study, while there was no significant difference between the professional seniority variable and classroom management skills of classroom teachers, significant differences were found according to the age variable. Teachers between the ages of 31-40 were found to have higher classroom management skills than teachers in other age groups. According to gender, it was seen that the classroom management skills of female teachers differed significantly from male teachers. No significant difference was found in the sub-dimensions of classroom management skills according to the location of the school, except for motivation. On the other hand, it was concluded that professional commitment affects classroom management skills positively, while professional burnout affects them negatively.

 In this study, it was aimed to examine the effect of classroom teachers commitment to the teaching profession and professional burnout on their classroom management skills. In this context, the differentiation status of classroom management skills, commitment to teaching profession and burnout levels of classroom teachers according to demographic characteristics, correlational relationship between variables and the effect of demographic characteristics and other variables on classroom management skills of teachers were evaluated. The sample group of the study consisted of 358 classroom teachers working in the central districts of Kayseri province and selected by simple random sampling. Personal Information Form including the demographic characteristics of the classroom teachers, Classroom Management Skills Scale developed to determine the level of classroom management skills, Maslach Burnout Scale to determine the burnout level of teachers and Dedication to Teaching Profession Scale to determine the level of teachers dedication to the profession were used as data collection tools. SPSS 26 program was used for data analysis. Normal distribution test, Independent Sample T test, One Way Anova, Correlation and Regression tests were conducted. According to the findings of the study, while there was no significant difference between the professional seniority variable and classroom management skills of classroom teachers, significant differences were found according to the age variable. Teachers between the ages of 31-40 were found to have higher classroom management skills than teachers in other age groups. According to gender, it was seen that the classroom management skills of female teachers differed significantly from male teachers. No significant difference was found in the sub-dimensions of classroom management skills according to the location of the school, except for motivation. On the other hand, it was concluded that professional commitment affects classroom management skills positively, while professional burnout affects them negatively.

 Çalışmada, sınıf öğretmenlerinin mesleğe adanmışlıkları ve mesleki tükenmişliklerinin sınıf yönetimi becerilerine etkisinin incelenmesi amaçlanmıştır. Bu bağlamda sınıf öğretmenlerinin sınıf yönetimi becerileri, öğretmenlik mesleğine adanmışlıkları ve tükenmişlik düzeyleri değişkenlerinin demografik özelliklere göre farklılaşma durumu, değişkenler arası korelasyonel ilişki ve demografik özelliklerle diğer değişkenlerin öğretmenlerin sınıf yönetimi becerilerine etkisi değerlendirilmiştir. Çalışmanın örneklem grubunu Kayseri ili merkez ilçelerinde görev yapan ve basit tesadüfi örneklem ile seçilen 358 sınıf öğretmeni oluşturmaktadır. Çalışmada veri toplama aracı olarak örneklemi oluşturan sınıf öğretmenlerinin demografik özelliklerini içeren Kişisel Bilgi Formu, sınıf yönetimi becerilerinin düzeyini belirlemek üzere geliştirilen Sınıf Yönetimi Becerileri Ölçeği, öğretmenlerin tükenmişlik düzeyini belirlemeye yönelik Maslach Tükenmişlik Ölçeği ve öğretmenlerin mesleğe adanmışlık düzeylerini belirlemeye yönelik Öğretmenlik Mesleğine Adanmışlık Ölçeği kullanılmıştır. Verilerin analizinde SPSS 26 programı kullanılmıştır. Araştırmada normal dağılım testi, Independent Sample T testi, One Way Anova, Korelasyon ve Regresyon testleri yapılmıştır. Çalışma bulgularına göre, sınıf öğretmenlerinin mesleki kıdem değişkeni ile sınıf yönetimi becerileri arasında anlamlı bir farklılık bulunmamışken, yaş değişkenine göre anlamlı farklılıklar bulunmuştur. 31-40 yaş aralığındaki öğretmenlerin diğer yaş grubundaki öğretmenlere göre sınıf yönetim becerilerinin yüksek olduğu tespit edilmiştir. Cinsiyete göre bakıldığında kadın öğretmenlerin sınıf yönetimi becerilerinin erkek öğretmenlerden anlamlı derecede farklılaştığı görülmüştür. Çalışılan okulun bulunduğu yer değişkenine göre sınıf yönetim becerilerinin alt boyutlarında, motivasyon dışında, anlamlı farklılık tespit edilmemiştir. Diğer taraftan mesleki adanmışlığın sınıf yönetim becerilerini pozitif yönde, mesleki tükenmişliğin ise negatif yönde etkilediği sonucuna ulaşılmıştır.

Makale detayları

The Effect of Classroom Teachers Professional Commitment and Burnout on Their Classroom Management Skills

Yazarlar:

Seher Acarbaş | Kasım Karaman

Yayıncı:

Erciyes University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.77-93

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327255

pISSN:

2718-0654

Classroom management

professional dedication

professional burnoutSınıf yönetimi

mesleki adanmışlık

mesleki tükenmişlik.

Sayı

Makale detayları

The Effect of Classroom Teachers Professional Commitment and Burnout on Their Classroom Management Skills

Yazarlar: Seher Acarbaş | Kasım Karaman

Yayıncı: Erciyes University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.77-93

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001327255

pISSN: 2718-0654

Classroom management

professional dedication

professional burnoutSınıf yönetimi

mesleki adanmışlık

mesleki tükenmişlik.

Sayı

Yazarlar:

Seher Acarbaş | Kasım Karaman

Yayıncı:

Erciyes University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Öğretmen Eğitimi ve Öğretim Vol.5 Issue 2, pp.77-93

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327255

pISSN:

2718-0654