Buradasınız

The Investigation of Relationship between Teacher Burnout and Democratic School Environment

Journal Name:

Publication Year:

Keywords (Original Language):

Abstract (2. Language): 
The correlation between a democratic school environment and teacher burnout was controlled in this study. The first part of study concerns developing a “Democratic School Environment Scale (DESES)”, and the second, controls correlation between teacher perception about democratic behaviour in school and teacher burnout. The research participants, 150 teachers from Çanakkale, İstanbul and Kayseri, were chosen randomly. The study data was collated by using DESES and “Maslach Burnout Inventory (MBI)”. The results reveal that DESES is a valid and reliable measurement tool for determining teacher perception levels of democratic behaviour in their schools. It also reveals a negative correlation between highly perceived democratic behaviour in schools and teacher burnout.
Abstract (Original Language): 
Bu çalışmada, demokratik okul çevresi ve öğretmen tükenmişliği arasındaki ilişki kontrol edilmiştir. Çalışma iki bölümden oluşmaktadır. Birinci bölüm, “Demokratik Okul Ölçeği”nin geliştirilmesi, ikinci bölüm ise öğretmenlerin okullarda algıladıkları demokratik davranışların düzeyi ile öğretmen tükenmişliği arasındaki ilişkinin incelenmesini içermektedir. Araştırma katılımcıları Çanakkale, İstanbul ve Kayseri’den tesadüfi olarak alınan toplam 150 öğretmeni içermektedir. Çalışmanın verileri “Demokratik Okul Ölçeği” ve “Maslach Tükenmişlik Ölçeği” kullanılarak toplanmıştır. Çalışma sonuçları “Demokratik Okul Ölçeği”nin okul çevresindeki demokratik davranışlarla ilgili algısını ölçmede geçerli ve güvenilir bir ölçme aracı olduğunu ve okul çevresinde algılanan demokratik davranışların yüksekliği ile öğretmen tükenmişliği arasında negatif bir ilişki olduğunu ortaya koymaktadır.

REFERENCES

References: 

Abu-Hilal, M. M., & Salameh, K. M. (1992). Validity and reliability of the Maslach Burnout
Inventory for a sample of non-western teachers. Educational and Psychological
Measurement, 52, 161.
Anderson, M. B. G., & Iwanicki, F. E. (1984). Teacher burnout and its relationship to
burnout. Educational Administration Quarterly, 20, 109.
Antonio, D. M. (2008). Creating Better Schools Through Democratic School Leadership.
International Journal of Leadership in Education, 11 (1) , 43-62.
Barut, Y., & Kalkan, M. (2002). Ondokuz Mayıs Üniversitesi Öğretim Elemanlarının
Tükenmişlik Düzeylerinin İncelenmesi, O.M.Ü. Eğitim Fakültesi Dergisi, 14, 66–77.
Begley, P. T., & Zaretsky, L. (2004). Democratic School Leadership in Canada's Puplic
School Systems: Professional Value and Social Ethic. Journal of Educational
Administration, 42 (6) , 640-655.
Bibaou-Nakou, L., Stogiannidaou, A., & Kieosseoglou, G. (1999) The Relationship Between
Teacher Burnout and Teachers’ Attributions and Practices Regarding School
Behavior Problems, School Psychology International, 20, 209.
Budak, G., & Sürgevil, O. (2005). Tükenmişlik ve Tükenmişliği Etkileyen Örgütsel
Faktörlerin Analizine İlişkin Akademik Personel Üzerine Bir Uygulama,
D.E.Ü.İ.İ.B.F. Dergisi, 20(2), 95–108.
Calabrese, L. R., & Seldin, C. A. (1987). A contextual analysis alienation among school
constituencies. Urban Education, 22, 227.
Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing
student engagement: A children's rights approach. School Psychology International,
30 , 282-290.
Crocker, L., & Algina, J. (1986). Intorduction to classical and modern test theory.
Philadelphia: Harcourt Brace Jovanovich College Puplishers.
Dewey, J. (2007). Deneyim ve Eğitim. Ankara: ODTÜ Yayıncılık.
Dorman, P. J. (2003). Relationship between school and classroom environment and teacher
burnout: A Lisrel Analysis. Social Psychology of Education, 6, 107–127.
Dworkin, G. A. (2001). Perspectives on teacher burnout and school reform. International
Education Journal, 2(2), 69–78.
Dworkin, G. A., Saha, L. J., & Hill, N. A. (2003). Teacher burnout and perception of a
democratic school environment. International Education Journal, 4(2), 108–120.
Evers, W. G. J., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and
teachers’ perceptions compared. School Psychology International, 25, 131.
Fejgin, N., Talmor, R. & Erlich, I. (2005). Inclusion and burnout in physical education.
European Physical Education Review, 11, 29.
Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159–164.
Friedman, A. I. (1993). Burnout in teachers: The concept and its unique core meaning.
Educational and Psychological Measurement, 53, 1035.
Friedman, A. I. (2002). Burnout in school principals: Role related antecedents. Social
Psychology of Education, 5, 229–251.
Friedman, A. I. (2003). Self-Efficacy and burnout in teaching: The importance of
interpersonal-relations efficacy. Social Psychology of Education, 6, 191–215.
Friesen, D., & Sarros, J. C. (1989). Sources of burnout among educators. Journal of
Organizational Behavior, 10(2), 179–188.
Girgin, G., & Baysal, A. (2005). Tükenmişlik Sendromuna Bir Örnek: Zihinsel Engelli
Öğrencilere Eğitim Veren Öğretmenlerin Tükenmişlik Düzeyi. TSK Koruyucu
Hekimlik Bülteni, 4(4), 172–187.
Cumhuriyet International Journal of Education
e–ISSN: 2147-1606
10
Vol 2 / No 1 / January 2013
Gündüz, B. (2005). İlköğretim Öğretmenlerinde Tükenmişlik. Mersin Üniversitesi Eğitim
Fakültesi Dergisi, 1(1), 152–166.
Goddard, M. L. (1990). Avoiding teacher burnout in evaluating business communication
assignments. Business Communication Quaterly, 53, 23.
Gold Y., & Michael, B. W. (1985). Academic self-concept correlates of potential burnout in a
sample of first semester elementary school practice teachers: A concurrent validity
study. Educational And Psychological Measurement, 45, 909.
Gray, P., & Feldman, J. (2004). Playing in the Zone of Proximal Development: Qualities of
Self-Directed Age Mixing Between Adolescents and Young Children at a
Democratic School. American Journal of Education, 110 , 108-145.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A
mediator model. Teaching and Teacher Education, 24 , 1349–1363.
Hastings, P. R., & Bham, M. S. (2003). The relationship between student behavior patterns
and teacher burnout. School Psychology International, 24, 115.
Iwanicki, F. E. (1983). Toward understanding and alleviating teacher burnout. Theory into
Practice (Coping With Stress), 22(1), 27–32.
Kırılmaz, Y. A., Çelen, Ü., & Sarp N. (2003). İlköğretimde Çalışan Bir Öğretmen Grubunda
“Tükenmişlik Durumu” Araştırması. İlköğretim Online, 2 (1), 2–9.
Maslach, C., & Jackson, S. E. (1981) Maslach Burnout Inventory Manual. Palo Alto, Ca:
Consulting Psychologist Press.
Maslach, C., & Leiter, M. P. (1997). Truth about Burnout. San Francisco, CA: Jossey-Bass,.
McNelly, R. L. (1983). Organizational patterns, work and burnout in public schools. Urban
Education, 18, 82.
Nagy, L. M. (2006). Changes for avoiding burnout in teachers and advisers. Education Digest,
October, 14–18.
Ozdemir, S. (2006). Burnout levels of teachers of students AD/HD in Turkey: Comparison
with teachers of non-AD/HD students. Education and Treatment of Children, 29 (4),
693–709.
Sabancı, A. (2009). The effect of primary school teachers' burnout on organizational health.
Procedia Social and Behavioral Sciences, 1 , 195–205.
Schaufeli, B. W., Daamen, J., & Mierlo, H. V. (1994). Burnout among Dutch teachers: An
Mbi-validity study. Educational and Psychological Measurement, 54, 803.
Schwab, L. R., & Iwanicki, E. F. (1982). Perceived role conflict, Role ambiguity and teacher
burnout. Educational Administration Quarterly, 18, 60.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher
burnout and job satisfaction. Teaching and Teacher Education, 25, 518–524.
Somach, A., & Miassy-Maljak, N. (2003). The relationship between religiosity and burnout of
principals: The meaning of educational work and Role variables as mediators. Social
Psychology of Education, 6, 61–90.
Stam, A., & Cox, J. (1993). Teacher burnout: The dull reality. Music Educators Journal,
80(3), 33–36.
Talmor, R., Reiter, S., & Feigin, N. (2005). Factors relating to regular education teacher
burnout in inclusive education. European Journal of Special Needs Education,
20(2), 215–229.
Tam, S. K. T., & Mong, P. K. L. (2005). Job stress, perceived inequity and burnout among
school social workers in Hong Kong. International Social Work, 48, 467.
Unterbrink, T., Hack, A., Pfeifer, R. et. al. (2007). Burnout and effort-reward-imbalance in a
sample of 949 German Teachers. International Archives of Occupational and
Environmental Health, 80(5), 433–441.
Cumhuriyet International Journal of Education
e–ISSN: 2147-1606
11
Vol 2 / No 1 / January 2013
Zeichner, K. M. (1989). Preparing Teachers for Democratic Schools. Action in Teacher
Education, 11 (1) , 5-10.

Thank you for copying data from http://www.arastirmax.com