Publication: Özel eğitim öğretmenlerin iş tatmin, mesleki tükenmişlik ve iş stres düzeylerinin incelenmesi
Abstract
Bu araştırma, aktif olarak sahada görev yapmakta olan özel eğitim öğretmenlerinin iş tatmin, mesleki tükenmişlik ve iş stres düzeylerinin çeşitli demografik değişkenlerin dikkate alınarak incelenmesi amacıyla yapılmıştır. Ayrıca özel eğitim öğretmenlerinin iş tatmin, mesleki tükenmişlik ve iş stresi düzeyleri arasında anlamlı ilişkiler olup olmadığı sınanmıştır. Son olarak; katılımcıların mesleki tükenmişlik ve iş stres düzeylerinin, iş tatminlerini yordayıp yordamadığı kontrol edilmiştir. Bu çerçevede, araştırma amaçlarına hizmet eden verilerin toplanması amacıyla İstanbul il sınırları içerisinde eğitim-öğretim faaliyeti yürütmekte olan Milli Eğitim Bakanlığı’na bağlı toplam 24 kurum bünyesinde fiilen görevde olan 292 özel eğitim öğretmenine ulaşılmıştır. Araştırmada nicel araştırma yöntemlerinden betimsel ve bağıntısal (korelasyonel) model birlikte kullanılmış, örneklem grubu “ölçüt örnekleme” yöntemi çerçevesinde belirlenmiştir. Elde edilen veriler SPSS 22.0 paket vasıtasıyla analiz edilmiştir. Katılımcıların araştırma bünyesinde kullanılan tüm ölçekler ve alt boyutlarından almış oldukları puanlar arasında anlamlı bir düzeyde fark olup olmadığı; çeşitli demografik özellikler dikkate alınarak, değişkenin türüne göre tek yönlü varyans analizi (ANOVA) veya bağımsız gruplar t testi ile kontrol edilmiştir. Özel eğitim öğretmenlerinin iş tatmin, mesleki tükenmişlik ve iş stresi düzeyleri arasında anlamlı bir ilişki olup olmadığını tespit etmek amacıyla Pearson Korelasyon Analizi kullanılmıştır. Son olarak; katılımcıların mesleki tükenmişlik ve iş stresi düzeylerinin, iş tatmin düzeylerini yordayıp yordamadığını belirlemek üzere Çoklu Doğrusal Regresyon Analizi uygulanmıştır.Araştırmada kullanılan verilerin elde edilmesi amacıyla; Weiss ve arkadaşarı (1977) tarafından geliştirilen “Minnesota İş Tatmin Ölçeği Türkçe Kısa Form 2”, Maslach ve Jackson tarafından geliştirilen, İnce ve Şahin (2015) tarafından Türkçe’ye uyarlanan “Maslach Tükenmişlik Envanteri Eğitimci Formu” ve Theorell ve arkadaşları tarafından geliştirilen, Yıldırım (2010) tarafından Türkçe’ye uyarlanan “Örgütsel Stres Ölçeği Kısa Form” kullanılmıştır. Ayrıca, katılımcıların çeşitli demografik özelliklerini belirlemek üzere “Kişisel Bilgi Formu” araştırmacı tarafından hazırlanmış ve kullanılmıştır.Araştırma neticesinde elde edilen bulgular sayesinde, araştırmaya katılan özel eğitim öğretmenlerinin Minnesota İş Tatmini Ölçeği genel ve içsel tatmin alt boyutu puanlarının mesleki statü, mezun olduğu gelir algılama düzeyi değişkenleri dikkate alındığında; dışsal tatmin alt boyutu puanlarının ise sadece gelir algılama düzeyi değişkeni dikkate alındığında, gruplar arasında istatistiksel açıdan anlamlı düzeyde farklar ortaya koyduğu belirlenmiştir. Özel eğitim öğretmenlerinin Maslach Tükenmişlik Envanteri genel, kişisel başarısızlık ve duyarsızlaşma alt boyutları puanlarının cinsiyet, mesleki statü ve mezun olduğu kenlerine göre; duygusal tükenme alt boyutu puanlarının ise bu değişkenlere ek olarak çalışmakta olduğu kurum türü değişkeni baz alındığında da gruplar arasında anlamlı düzeyde farklar gösterdiği tespit edilmiştir. Katılımcıların Örgütsel Stres Ölçeği iş yükü ve sosyal destek alt boyutu puanlarının, çalışmakta oldukları engel grubu değişkeni dikkate alındığında gruplar arasında anlamlı farklar ortaya koyduğu görülmüştür. Örgütsel Stres Ölçeği genel ve iş yükü alt boyutu puanlarının mesleki statü, çalışmakta olduğu kurum türü ve gelir algılama düzeyi değişkenlerine göre; ölçeğin sosyal destek alt boyutu puanlarının ise mesleki statü ve mezun olduğu kenlerine göre gruplar arasında anlamlı düzeyde farklılaştığı belirlenmiştir. Araştırmaya konu olan iş tatmini, mesleki tükenmişlik ve iş stresi değişkenlerinin tespitine yönelik kullanılan ölçme araçlarından özel eğitim öğretmenlerinin almış oldukları puanlar analiz edildiğinde; iş tatmini ile mesleki tükenmişlik arasında ve iş tatmini ile iş stresi arasında anlamlı düzeyde ve negatif yönlü ilişkiler olduğu belirlenmiştir. Ek olarak, mesleki tükenmişlik puanları ile iş stresi puanları arasında anlamlı düzeyde ve pozitif yönlü bir ilişki olduğu saptanmıştır. Özel eğitim öğretmenlerinin mesleki tükenmişlik ve iş stresi düzeylerinin, iş tatmin düzeylerini yordayıp yordamadığını belirlemek üzere yapılan analizler neticesinde; yordayıcı değişkenlerin ikisinin birlikte toplam varyansın %32’sini açıkladığı tespit edilmiştir.
This study has been conducted to analyze the levels of job satisfaction, job (occupational) burnout and job stress of special education teachers who work actively by taking into account several demographic variables. In addition, it has been analyzed whether there are meaningful relationships among the levels of job satisfaction, job burnout and job stress of special education teachers. Lastly, whether the levels of job burnout and job stress of the participants predicted job satisfaction, has been analyzed. In this framework, 292 special education teachers, who are actively work in 24 institutions of the Ministry of National Education which provide education and training activities within the borders of Istanbul, have been reached in order to collect data for the purpose of the study. Descriptive and correlational models among quantitative research methods have been used together and the sample group has been determined within the framework of the criterion sampling method. The collected data have been analyzed by using SPSS 22.0 package program. It has been analyzed that whether there is a meaningful difference between the scores of the participants in all scales and sub-dimensions used in the study; one-way analysis of variance (ANOVA) or t-test for independent groups have been analyzed according to the type of the variable by taking into account various demographic characteristics. Pearson Correlational Analysis has been used in order to determine whether there are meaningful relationships among the levels of job satisfaction, job burnout and job stress of special education teachers. Lastly; Multiple Linear Regression Analysis has been applied in order to determine whether the levels of job burnout and job stress of the participants predict job satisfaction.In order to obtain the data used in the research; “Minnesota Job Satisfaction Scale Turkish Short Form 2” developed by Weiss et al. (1977), “Maslach Burnout Inventory Form” developed by Maslach and Jackson, adapted to Turkish by İnce and Şahin (2015), and Organizational Stress Scale Short Form developed by Theorell et al., adapted to Turkish by Yıldırım (2010) have been used. In addition, Personal Information Form has been prepared and used to determine the various demographic characteristics of the participants by the researcher.Thanks to the findings obtained as a result of the research, when the variables of occupational status, department of graduation and income perception of the general and intrinsic satisfaction sub-scale scores of the Minnesota Job Satisfaction Scale of the special education teachers participating in the study and only the income perception variable in external satisfaction sub-scale scores have been taken into account, it has been determined that there are statistically meaningful differences between the groups. It has been analyzed that the scores of general, personal failure and depersonalization of Maslach Burnout Inventory of special education teachers show meaningful differences among the groups according to the variables of gender, occupational status and the department of graduation; also, it has been determined that emotional burnout sub-scale scores show meaningful differences among the groups when the institution type variable which they work has been taken as basis in addition to these variables. The sub-dimension scores of workload and social support sub-dimension of the participants' Organizational Stress Scale have been revealed meaningful differences among the groups when considering the variable of the disability group they work in. It has been determined that the sub-dimension scores of general and workload of Organizational Stress Scale show meaningful differences among the groups according to the variables of professional status, type of institution and income perception level; the social support sub-dimension scores of the scale have also differed meaningfully among the groups according to the variables of professional status and the department of graduation. When the scores of special education teachers among the measurement tools used to determine the variables of job satisfaction, job burnout and job stress, which are the subjects of the study, are analyzed; it has been determined that there are meaningful negative relationships between job satisfaction and job burnout, and between job satisfaction and job stress. In addition to this, it has been determined that there is a meaningful positive relationship between job burnout and job stress scores. As a result of the analyzes conducted to determine whether the levels of job burnout and job stress of special education teachers predict their job satisfaction levels; it has been determined that two of the predictive variables together have explained 32% of the total variance.
This study has been conducted to analyze the levels of job satisfaction, job (occupational) burnout and job stress of special education teachers who work actively by taking into account several demographic variables. In addition, it has been analyzed whether there are meaningful relationships among the levels of job satisfaction, job burnout and job stress of special education teachers. Lastly, whether the levels of job burnout and job stress of the participants predicted job satisfaction, has been analyzed. In this framework, 292 special education teachers, who are actively work in 24 institutions of the Ministry of National Education which provide education and training activities within the borders of Istanbul, have been reached in order to collect data for the purpose of the study. Descriptive and correlational models among quantitative research methods have been used together and the sample group has been determined within the framework of the criterion sampling method. The collected data have been analyzed by using SPSS 22.0 package program. It has been analyzed that whether there is a meaningful difference between the scores of the participants in all scales and sub-dimensions used in the study; one-way analysis of variance (ANOVA) or t-test for independent groups have been analyzed according to the type of the variable by taking into account various demographic characteristics. Pearson Correlational Analysis has been used in order to determine whether there are meaningful relationships among the levels of job satisfaction, job burnout and job stress of special education teachers. Lastly; Multiple Linear Regression Analysis has been applied in order to determine whether the levels of job burnout and job stress of the participants predict job satisfaction.In order to obtain the data used in the research; “Minnesota Job Satisfaction Scale Turkish Short Form 2” developed by Weiss et al. (1977), “Maslach Burnout Inventory Form” developed by Maslach and Jackson, adapted to Turkish by İnce and Şahin (2015), and Organizational Stress Scale Short Form developed by Theorell et al., adapted to Turkish by Yıldırım (2010) have been used. In addition, Personal Information Form has been prepared and used to determine the various demographic characteristics of the participants by the researcher.Thanks to the findings obtained as a result of the research, when the variables of occupational status, department of graduation and income perception of the general and intrinsic satisfaction sub-scale scores of the Minnesota Job Satisfaction Scale of the special education teachers participating in the study and only the income perception variable in external satisfaction sub-scale scores have been taken into account, it has been determined that there are statistically meaningful differences between the groups. It has been analyzed that the scores of general, personal failure and depersonalization of Maslach Burnout Inventory of special education teachers show meaningful differences among the groups according to the variables of gender, occupational status and the department of graduation; also, it has been determined that emotional burnout sub-scale scores show meaningful differences among the groups when the institution type variable which they work has been taken as basis in addition to these variables. The sub-dimension scores of workload and social support sub-dimension of the participants' Organizational Stress Scale have been revealed meaningful differences among the groups when considering the variable of the disability group they work in. It has been determined that the sub-dimension scores of general and workload of Organizational Stress Scale show meaningful differences among the groups according to the variables of professional status, type of institution and income perception level; the social support sub-dimension scores of the scale have also differed meaningfully among the groups according to the variables of professional status and the department of graduation. When the scores of special education teachers among the measurement tools used to determine the variables of job satisfaction, job burnout and job stress, which are the subjects of the study, are analyzed; it has been determined that there are meaningful negative relationships between job satisfaction and job burnout, and between job satisfaction and job stress. In addition to this, it has been determined that there is a meaningful positive relationship between job burnout and job stress scores. As a result of the analyzes conducted to determine whether the levels of job burnout and job stress of special education teachers predict their job satisfaction levels; it has been determined that two of the predictive variables together have explained 32% of the total variance.