Publication: Lise öğretmenlerinin duygusal emek davranışları ile tükenmişlik düzeyleri arasındaki ilişkinin incelenmesi
Abstract
Bu araştırmanın amacı, lise öğretmenlerinin duygusal emek davranışları ile tükenmişlik düzeyleri arasındaki ilişkinin incelenmesidir. Bu amaca yönelik olarak, lise öğretmenlerinin duygusal emek davranışları ve tükenmişlik düzeyleri sorgulanmış; lise öğretmenlerinin duygusal emek davranışları ile tükenmişlikleri arasındaki ilişkinin varlığı ve düzeyi araştırılmıştır.Bu araştırma, 2017 yılı Mayıs-Haziran aylarında, İstanbul İli, Şişli İlçesi’nde bulunan 7 devlet lisesinde görev yapan 262 öğretmen ile yapılmıştır. Veri toplama aracı olarak, Duygusal Emek Ölçeği ve Maslach Tükenmişlik Ölçeği kullanılmıştır.Araştırmanın sonucunda, lise öğretmenlerinin duygusal emek davranışlarından biri olan samimi davranışı çoğu zaman sergilediği tespit edilmiştir. Ayrıca erkek lise öğretmenlerinin kadın lise öğretmenlerine göre yüzeysel ve derinlemesine davranışı daha fazla sergiledikleri görülmüştür. Samimi davranış boyutunda farklılaşma tespit edilememiştir.Lise öğretmenlerinin mesleki tükenmişlikleri ile ilgili analizler; duygusal tükenme ve duyarsızlaşma boyutunda tükenmişliğin düşük, kişisel başarı hissinde azalma boyutunda ise tükenmişliğin yüksek olduğunu göstermiştir. Ayrıca kadın lise öğretmenlerinin erkek lise öğretmenlerine göre daha fazla duygusal tükenme yaşadıkları görülmüştür. Duyarsızlaşma ve kişisel başarı hissinde azalma boyutlarında, kadın ve erkek lise öğretmenleri arasında farklılaşma tespit edilememiştir.Duygusal tükenme ile yüzeysel davranış arasında pozitif ve anlamlı bir ilişki tespit edilmiştir. Lise öğretmenlerinin duygusal tükenmişlikleri arttıkça, duygularını içselleştirmedikleri ve daha fazla yüzeysel davranış sergiledikleri görülmektedir. Kişisel başarı hissinde azalma ile samimi davranış arasında negatif ve anlamlı bir ilişki tespit edilmiştir. Başarısız olduğunu düşünen lise öğretmenleri, duygularını maskelemeye ve kontrol etmeye ihtiyaç duymamaktadır.
In this research, the relationships between emotional labor behaviors and burnout levels of high school teachers have been examined. For this purpose, the emotional labor behaviors and burnout levels of high school teachers have been questioned; the existence and level of the relationship between high school teachers' emotional labor behaviors and their burnout have been investigated.This research was conducted with 262 teachers who worked in 7 state schools located in Şişli District of Istanbul Province between May and June in 2017 education year. Emotional Labor Scale and Maslach Burnout Scale were used as data collection tools.As a result of the research, it has been found that high school teachers mostly exhibit genuine acting. It has been also seen that male high school teachers show more surface acting and deep acting than female high school teachers. The difference in genuine acting has not been determined between female and male high school teachers. The data has shown that burnout is low on emotional exhaustion and depersonalization, besides this high on personal accomplishment. Female high school teachers have been found to experience more emotional exhaustion than male high school teachers. There has been no difference between female and male high school teachers in terms of depersonalization and decreased sense of personal accomplishment.A positive and significant relationship has been found between emotional exhaustion and surface acting. As the emotional exhaustion of high school teachers increased, it has been seen that they do not internalize their emotions and they show more surface acting. A negative and significant relationship has been found between personal accomplishment and genuine acting. High school teachers who think themselves as unsuccessful do not need to mask and control about their feelings.
In this research, the relationships between emotional labor behaviors and burnout levels of high school teachers have been examined. For this purpose, the emotional labor behaviors and burnout levels of high school teachers have been questioned; the existence and level of the relationship between high school teachers' emotional labor behaviors and their burnout have been investigated.This research was conducted with 262 teachers who worked in 7 state schools located in Şişli District of Istanbul Province between May and June in 2017 education year. Emotional Labor Scale and Maslach Burnout Scale were used as data collection tools.As a result of the research, it has been found that high school teachers mostly exhibit genuine acting. It has been also seen that male high school teachers show more surface acting and deep acting than female high school teachers. The difference in genuine acting has not been determined between female and male high school teachers. The data has shown that burnout is low on emotional exhaustion and depersonalization, besides this high on personal accomplishment. Female high school teachers have been found to experience more emotional exhaustion than male high school teachers. There has been no difference between female and male high school teachers in terms of depersonalization and decreased sense of personal accomplishment.A positive and significant relationship has been found between emotional exhaustion and surface acting. As the emotional exhaustion of high school teachers increased, it has been seen that they do not internalize their emotions and they show more surface acting. A negative and significant relationship has been found between personal accomplishment and genuine acting. High school teachers who think themselves as unsuccessful do not need to mask and control about their feelings.