Öğretmenlerin mesleki tükenmişlikleri ve çok boyutlu algılanan sosyal destekleri arasındaki ilişkinin incelenmesi / The relationship between occupational burnout and multidemensional perceived social support teachers
Yükleniyor...
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalısmada, ögretmenlerde tükenmislik sendromunu olusturan “Duygusal Tükenme”, ”Duyarsızlasma”, “Kisisel Basarıda Düsme Hissi” alt boyutları ile “Çok Boyutlu Algılanan Sosyal Destek” arasındaki iliski incelenmistir. Ayrıca kisisel bilgi formunda yer alan degiskenlerin, tükenmislik ve algılanan sosyal destek üzerinde anlamlı bir farklılıga sebep olup olmadıgı arastırılmıstır. Bu arastırma betimsel yöntemle yapılmıs bir alan taraması niteligindedir. Arastırma evrenini 2008–2009 ögretim yılında stanbul ili Tuzla ilçesi ilkögretim okullarında görev yapan, 980 ögretmen olusturmaktadır. Bu arastırmanın örneklemi, “oranlı küme örnekleme” yöntemi ile seçilmis, 280 ögretmene ulasılmıstır. Arastırmada, “Kisisel Bilgi Formu”, “Maslach Tükenmislik Ölçegi” (Maslach ve Johnson, 1981) ve “Çok Boyutlu Algılanan Sosyal Destek Ölçegi” (Zimet, Dahlem, Zimet ve Farley, 1988) kullanılmıstır. Ögretmenlerin verdigi cevaplar dogrultusunda, SPSS (Statistical Package for Social Sciences) paket programı kullanılarak analizler yapılmıstır. Öncelikle katılımcı ögretmenlerin demografik degiskenlere göre betimsel analizi yapılmıs, tükenmislik ve çok boyutlu algılanan sosyal destek düzeylerine iliskin veriler sunulmustur. Tükenmislik ile sosyal destek düzeyleri arasında anlamlı bir iliski olup olmadıgını bulmak için, Pearson Korelasyon Katsayısına bakılmıs; degiskenlere göre farklılasıp farklılasmadıklarını saptamak için, normal dagılım incelemesi sonucunda T-Testi veya Mann Whitney U-Testi, Tek Yönlü Varyans Analizi (ANOVA) veya Kruskal Wallis H-Testi yapılmıstır. Tüm istatistiksel analizlerde, 0,05 anlamlılık derecesi göz önünde bulundurulmustur. iv Yapılan arastırmada ögretmenlerin yası, cinsiyeti, mezuniyet alanı, okul türü ve mesleki kıdemi ile tükenmislik düzeyleri arasında anlamlı bir iliski bulunmus; buna karsılık medeni durumu, mezuniyet düzeyi ve okul kıdemi ile tükenmislik arasında anlamlı bir iliski olmadıgı görülmüstür. 36 yas ve üstündeki ögretmenlerin digerlerine, erkek ögretmenlerin bayan ögretmenlere, brans ögretmenlerinin sınıf ögretmenlerine, resmi okullarda çalısanların özel okullarda çalısanlara, 11 yıl ve üstü kıdeme sahip olan ögretmenlerin digerlerine göre daha yüksek tükenmislik yasadıkları tespit edilmistir. Ögretmenlerin çok boyutlu algılanan sosyal destek düzeyleri ile mezuniyet düzeyi, mesleki kıdem ve okul kıdemi arasında anlamlı bir iliski bulunmustur. Lisans mezunlarının yüksek lisans mezunlarına, mesleki kıdemi ve okul kıdemi düsük olanların, daha yüksek olanlara göre sosyal destek seviyelerinin yüksek oldugu görülmüstür. Tükenmislik ile algılanan sosyal destek arasındaki iliskiye bakıldıgında, aralarında orta düzeyde, negatif yönde, anlamlı bir iliski oldugu tespit edilmistir. Alt boyutları arasındaki korelasyona bakıldıgında da, negatif yönde zayıf ve orta düzeyde anlamlı bir iliski oldugu anlasılmıstır. Sonuç olarak sosyal destek düzeyi arttıkça tükenmisligin azaldıgı, sosyal destek düzeyi azaldıkça tükenmisligin arttıgı tespit edilmistir. Arastırmada elde edilen bulguların ögretmenlerin tükenmislik sendromunu yasamamalarını, yasayanların bu sendromu asmalarını saglayacagı; böylece çalısmalarında daha verimli olacakları umulmaktadır.
The aim of this work is to analyse the reletionship between Emotional Exhaustion,Depersonalization,Dimished Personal Accomplishment and Multidimensional Perceived Social Support among the school teachers.In addition ,weather the variables on the Personal Information Form cause a meaningful difference on the Bornout and Perceived Social Support is searched. This search is descriptive field survey. The universe of the research consists of 980 teachers who worked at primary and secondary schools in Tuzla in stanbul during 2008-2009 education year.This search’s sampling is chosen by Rational Group Sampling Method.Reached 280 teachers.The Personal Information Form ,Maslach BornoutInventory(Maslach and Johnson ,1981)and Multidimensional Perceived Social Support Inventory(Zimet,Dahlem,Zimet and Farley,1988) used in this work. In accordance with the answers given by the teachers ,analysis are done by using SPSS(Statistical Package for Social Sciences) packet program.Firstly descriptive analyse is done by the participator teachers between Demographic Variables ,Exhaustion and Multidimensional Perceived Social Support levels informations are showed. Pearson Correlation Coefficient were used to determine If these were related to the meaningful relationship between levels of Occupational Burnout and Perceived Social Support .After Normal distribution search resault T-test or Mann Whitney U-test ,Variance Analysis (ANOVA) or Kruskal Wallis H-test were used to determine If these were related to the variables. All the statistical analysis are done by considering 0,05 meaningfulness level. A meaningful relation is found between the teachers’ages,department,the last attended school,Professional seniority and burnout levels ,but no relation is found vi between gender,last attended school’s level,school seniority and burnout.It is seen that teachers at the age of and up 36 to others,male teachers to female teachers, province master to class master,worked at formal school to special school’ teacher,the year of 11 and up seniority to other teachers’ felt higher burnout. A meaningful relation is found between multidimensional perceived social support level and last attended school’s level ,Professional seniority and school seniority .It is seen that university graduate to master graduate,lower Professional seniority and school seniority to higher proffesional seniority and school seniority is found social suppert levels are higher. A meaningful relation is found between burnout and perceived social support that middle level and negative side.If you look at the sub-categories correlation it is found a meaningful relation between negative side and middle level. Finally it is found that If social support level is higher ,burnout is lower,social support level is lower burnout is higher. The finding acquired in this search a believed to not feel the burnout syndrome,who felt could be contribute in overcoming the burnout syndrome.
The aim of this work is to analyse the reletionship between Emotional Exhaustion,Depersonalization,Dimished Personal Accomplishment and Multidimensional Perceived Social Support among the school teachers.In addition ,weather the variables on the Personal Information Form cause a meaningful difference on the Bornout and Perceived Social Support is searched. This search is descriptive field survey. The universe of the research consists of 980 teachers who worked at primary and secondary schools in Tuzla in stanbul during 2008-2009 education year.This search’s sampling is chosen by Rational Group Sampling Method.Reached 280 teachers.The Personal Information Form ,Maslach BornoutInventory(Maslach and Johnson ,1981)and Multidimensional Perceived Social Support Inventory(Zimet,Dahlem,Zimet and Farley,1988) used in this work. In accordance with the answers given by the teachers ,analysis are done by using SPSS(Statistical Package for Social Sciences) packet program.Firstly descriptive analyse is done by the participator teachers between Demographic Variables ,Exhaustion and Multidimensional Perceived Social Support levels informations are showed. Pearson Correlation Coefficient were used to determine If these were related to the meaningful relationship between levels of Occupational Burnout and Perceived Social Support .After Normal distribution search resault T-test or Mann Whitney U-test ,Variance Analysis (ANOVA) or Kruskal Wallis H-test were used to determine If these were related to the variables. All the statistical analysis are done by considering 0,05 meaningfulness level. A meaningful relation is found between the teachers’ages,department,the last attended school,Professional seniority and burnout levels ,but no relation is found vi between gender,last attended school’s level,school seniority and burnout.It is seen that teachers at the age of and up 36 to others,male teachers to female teachers, province master to class master,worked at formal school to special school’ teacher,the year of 11 and up seniority to other teachers’ felt higher burnout. A meaningful relation is found between multidimensional perceived social support level and last attended school’s level ,Professional seniority and school seniority .It is seen that university graduate to master graduate,lower Professional seniority and school seniority to higher proffesional seniority and school seniority is found social suppert levels are higher. A meaningful relation is found between burnout and perceived social support that middle level and negative side.If you look at the sub-categories correlation it is found a meaningful relation between negative side and middle level. Finally it is found that If social support level is higher ,burnout is lower,social support level is lower burnout is higher. The finding acquired in this search a believed to not feel the burnout syndrome,who felt could be contribute in overcoming the burnout syndrome.
Açıklama
Anahtar Kelimeler
Çok Boyutlu Algılanan Sosyal Destek, Tükenmişlik, Duygusal Tükenme, Duyarsızlaşma, Kişisel Başarıda Düşme Hissi, Multidimensional Perceived Social Support, Burnout, Emotional Exhaustion, Depersonalization, Diminished Personal Accomplishment, Burnout, Emotional Exhaustion, Depersonalization, Diminished Personal Accomplishment
Kaynak
WoS Q Değeri
Scopus Q Değeri
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Sayı
Künye
Karataş, H. (2009). Öğretmenlerin mesleki tükenmişlikleri ve çok boyutlu algılanan sosyal destekleri arasındaki ilişkinin incelenmesi / The relationship between occupational burnout and multidemensional perceived social support teachers (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Sosyal Bilimleri Enstitüsü, İstanbul.
