EFL Instructors’ Occupational Wellbeing during the COVID-19 Pandemic in Turkey: A Study of Burnout and Work Engagement

Esra Çam

Makale detayları

EFL Instructors’ Occupational Wellbeing during the COVID-19 Pandemic in Turkey: A Study of Burnout and Work Engagement

Yazarlar:

Esra Çam

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue Special Issue 3, pp.46-67

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302533

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 The COVID-19 pandemic and the following online education experiences have caused significant changes in educators work lives and working conditions and brought extra stress factors. This mixed-methods study examined the well-being of English instructors trying to continue their teaching activities through online teaching during the pandemic in Turkey, based on the Job Demands-Resources JD-R Theory. Quantitative data were collected from 69 English instructors through an inventory. Semi-structured interviews were conducted with 12 instructors. The results reveal an average level of burnout and work engagement in the study sample. Uncertainty and the limitations of technology are emerging as two new job demands faced by instructors in online teaching during the pandemic. The findings also provide evidence for the possibility of adding a fourth dimension to the JD-R: personal demands. E-teaching readiness and openness to interaction as personal resources and security as a job resource have emerged as three new resources specific to the online teaching mode. Student-related factors, which were found to be causes of poor well-being in general in previous studies, have been found to be sources that promote higher well-being among instructors in online education. The study reveals important implications for school administrators and teacher educators.

 The COVID-19 pandemic and the following online education experiences have caused significant changes in educators work lives and working conditions and brought extra stress factors. This mixed-methods study examined the well-being of English instructors trying to continue their teaching activities through online teaching during the pandemic in Turkey, based on the Job Demands-Resources JD-R Theory. Quantitative data were collected from 69 English instructors through an inventory. Semi-structured interviews were conducted with 12 instructors. The results reveal an average level of burnout and work engagement in the study sample. Uncertainty and the limitations of technology are emerging as two new job demands faced by instructors in online teaching during the pandemic. The findings also provide evidence for the possibility of adding a fourth dimension to the JD-R: personal demands. E-teaching readiness and openness to interaction as personal resources and security as a job resource have emerged as three new resources specific to the online teaching mode. Student-related factors, which were found to be causes of poor well-being in general in previous studies, have been found to be sources that promote higher well-being among instructors in online education. The study reveals important implications for school administrators and teacher educators.

 The COVID-19 pandemic and the following online education experiences have caused significant changes in educators work lives and working conditions and brought extra stress factors. This mixed-methods study examined the well-being of English instructors trying to continue their teaching activities through online teaching during the pandemic in Turkey, based on the Job Demands-Resources JD-R Theory. Quantitative data were collected from 69 English instructors through an inventory. Semi-structured interviews were conducted with 12 instructors. The results reveal an average level of burnout and work engagement in the study sample. Uncertainty and the limitations of technology are emerging as two new job demands faced by instructors in online teaching during the pandemic. The findings also provide evidence for the possibility of adding a fourth dimension to the JD-R: personal demands. E-teaching readiness and openness to interaction as personal resources and security as a job resource have emerged as three new resources specific to the online teaching mode. Student-related factors, which were found to be causes of poor well-being in general in previous studies, have been found to be sources that promote higher well-being among instructors in online education. The study reveals important implications for school administrators and teacher educators.

 COVID-19 pandemisi ve sonrasında yaşanan online eğitim deneyimleri, eğitmenlerin iş yaşamlarında ve çalışma koşullarında önemli değişikliklere neden olmuş ve ekstra stres faktörlerini beraberinde getirmiştir. Bu karma yöntemli çalışma, İş Talepleri-Kaynaklar JD-R Teorisine dayalı olarak, Türkiyede pandemi sırasında öğretim faaliyetlerine çevrimiçi öğretim yoluyla devam etmeye çalışan İngilizce eğitmenlerinin iyi oluşunu incelemektedir. Nicel veriler 69 İngilizce eğitmeninden bir envanter aracılığıyla toplanmıştır. 12 öğretim görevlisi ile yarı yapılandırılmış görüşmeler yapılmıştır. Sonuçlar, çalışma örnekleminde ortalama bir tükenmişlik ve iş bağlılığı düzeyini ortaya koymaktadır. Belirsizlik ve teknolojinin sınırlılıkları, pandemi sırasında çevrimiçi öğretimde eğitimcilerin karşılaştığı iki yeni iş talebi olarak ortaya çıkmaktadır. Bulgular ayrıca JD-Rye dördüncü bir boyut ekleme olasılığına dair kanıt sağlamaktadır: kişisel zorluklar. Kişisel kaynaklar olarak e-öğretime hazır olma ve etkileşime açıklık ve iş kaynağı olarak güvenlik, çevrimiçi öğretim moduna özgü üç yeni kaynak olarak ortaya çıkmıştır. Daha önceki araştırmalarda genel olarak zayıf iyi oluşun nedeni olarak bulunan öğrenciyle ilgili faktörlerin, çevrimiçi eğitimde eğitmenler arasında daha yüksek iyilik halini destekleyen kaynaklar olduğu bulunmuştur. Çalışma, okul yöneticileri ve öğretmen eğitimcileri için önemli çıkarımlar ortaya koymaktadır.

Makale detayları

EFL Instructors’ Occupational Wellbeing during the COVID-19 Pandemic in Turkey: A Study of Burnout and Work Engagement

Yazarlar:

Esra Çam

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue Special Issue 3, pp.46-67

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302533

pISSN:

1308-8971

JD-R Theory

Occupational Wellbeing

Teacher Burnout

Teacher Wellbeing

Work EngagementÖğretmen Tükenmişliği

JD-R Teorisi

Mesleki İyi Oluş

Öğretmen İyi Oluşu

İşe Bağlılık

Sayı

Makale detayları

Yazarlar: Esra Çam

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue Special Issue 3, pp.46-67

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001302533

pISSN: 1308-8971

Sayı

Yazarlar:

Esra Çam

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue Special Issue 3, pp.46-67

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302533

pISSN:

1308-8971