A Qualitative Analysis of the Factors Affecting Patience and Burnout in Teachers

Erdal Meriç; Mustafa Erdem

Makale detayları

A Qualitative Analysis of the Factors Affecting Patience and Burnout in Teachers

Yazarlar:

Erdal Meriç | Mustafa Erdem

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1605-1637

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301916

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The present study was conducted to determine the factors affecting patience and burnout based on the views of primary school teachers employed in public schools. The study, which was designed qualitatively, was conducted based on the phenomenology method. The participants of the study consisted of 16 primary school teachers assigned with the maximum diversity sampling. The data of the study were collected with a semi-structured interview form and analyzed with descriptive analysis method. The study revealed that the negative student behavior, the negative impact of the pandemic and students with special conditions were the factors that affected the patience levels of the teachers in the instruction dimension. According to the teachers, the factors that most affected their patience levels in the interaction dimension included negative parental approaches, insistency of the administration and indifferent and insensitive parenthood. Teachers stated that the factors that affected their emotional burnout included disreputation of the teaching profession, high workload and non-educational duties, and the factors that most affected their depersonalization were parental indifference, negative attitudes, and lack of empathy. According to the teachers, the factors that most affected their burnout levels in the personal achievement dimension included their inability to follow up on innovations, lack of positive student feedback and familial and economic problems. Finally, recommendations are presented in the study to reduce the factors that negatively affect patience and burnout in teachers.

 The present study was conducted to determine the factors affecting patience and burnout based on the views of primary school teachers employed in public schools. The study, which was designed qualitatively, was conducted based on the phenomenology method. The participants of the study consisted of 16 primary school teachers assigned with the maximum diversity sampling. The data of the study were collected with a semi-structured interview form and analyzed with descriptive analysis method. The study revealed that the negative student behavior, the negative impact of the pandemic and students with special conditions were the factors that affected the patience levels of the teachers in the instruction dimension. According to the teachers, the factors that most affected their patience levels in the interaction dimension included negative parental approaches, insistency of the administration and indifferent and insensitive parenthood. Teachers stated that the factors that affected their emotional burnout included disreputation of the teaching profession, high workload and non-educational duties, and the factors that most affected their depersonalization were parental indifference, negative attitudes, and lack of empathy. According to the teachers, the factors that most affected their burnout levels in the personal achievement dimension included their inability to follow up on innovations, lack of positive student feedback and familial and economic problems. Finally, recommendations are presented in the study to reduce the factors that negatively affect patience and burnout in teachers.

 The present study was conducted to determine the factors affecting patience and burnout based on the views of primary school teachers employed in public schools. The study, which was designed qualitatively, was conducted based on the phenomenology method. The participants of the study consisted of 16 primary school teachers assigned with the maximum diversity sampling. The data of the study were collected with a semi-structured interview form and analyzed with descriptive analysis method. The study revealed that the negative student behavior, the negative impact of the pandemic and students with special conditions were the factors that affected the patience levels of the teachers in the instruction dimension. According to the teachers, the factors that most affected their patience levels in the interaction dimension included negative parental approaches, insistency of the administration and indifferent and insensitive parenthood. Teachers stated that the factors that affected their emotional burnout included disreputation of the teaching profession, high workload and non-educational duties, and the factors that most affected their depersonalization were parental indifference, negative attitudes, and lack of empathy. According to the teachers, the factors that most affected their burnout levels in the personal achievement dimension included their inability to follow up on innovations, lack of positive student feedback and familial and economic problems. Finally, recommendations are presented in the study to reduce the factors that negatively affect patience and burnout in teachers.

 Bu araştırma öğretmenlerde sabır ve tükenmişliği etkileyen faktörleri kamu okullarında görev yapan sınıf öğretmenlerinin görüşlerine dayalı olarak belirlemek amacıyla gerçekleştirilmiştir. Nitel olarak tasarlanan araştırma olgubilim deseni ile yapılandırılmıştır. Araştırmanın katılımcıları, maksimum çeşitlilik örneklemesi ile belirlenen 16 sınıf öğretmeninden oluşmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme formu ile toplanmış ve betimsel analiz yöntemi ile çözümlenmiştir. Araştırmada şu sonuçlara ulaşılmıştır: Öğretmenler, öğretim boyutunda sabır düzeylerini en çok etkileyen faktörlerin; öğrencilerin olumsuz davranışları, pandemi sürecinin olumsuz etkisi ve özel durumu olan öğrenciler olduğunu belirtmişlerdir. Öğretmenlere göre, etkileşim boyutunda sabır düzeylerini en çok etkileyen faktörler; velilerin bilinçsiz ve olumsuz yaklaşımları, idarenin dayatmacı yaklaşımı ile velilerin ilgisiz ve duyarsız tutumları şeklinde sıralanabilir. Öğretmenler, duygusal tükenmişliklerini en çok etkileyen faktörlerin; öğretmenlik mesleğinin itibarsızlaştırılması, iş yükünün fazla olması ve eğitim öğretim faaliyetleri dışındaki ekstra görevler olduğunu belirtirken duyarsızlaşmalarını en çok etkileyen faktörlerin ise velilerin ilgisiz tutumları ve olumsuz yaklaşımları ile empati kuramamak olduğunu dile getirmişlerdir. Öğretmenlere göre, kişisel başarı boyutunda tükenmişlik düzeylerini en çok etkileyen faktörler; yenilikleri takip etmemek, öğrencilerden olumlu geri dönüt alamamak ile ailesel ve ekonomik sorunlardır. Araştırmada son olarak öğretmenlerde sabır ve tükenmişliği olumsuz etkileyen faktörlerin azaltılmasına yönelik önerilerde bulunulmuştur.

Makale detayları

A Qualitative Analysis of the Factors Affecting Patience and Burnout in Teachers

Yazarlar:

Erdal Meriç | Mustafa Erdem

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1605-1637

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301916

pISSN:

2459-1912

Patience

Burnout

Teacher

Qualitative researchSabır

Tükenmişlik

Öğretmen

Nitel araştırma

Sayı

Makale detayları

Yazarlar: Erdal Meriç | Mustafa Erdem

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1605-1637

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301916

pISSN: 2459-1912

Sayı

Yazarlar:

Erdal Meriç | Mustafa Erdem

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1605-1637

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301916

pISSN:

2459-1912