Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey

Sarıçam, Hakan; Sakız, Halis

doi:10.1080/03055698.2014.930340

Cited by 84 publications

(65 citation statements)

References 38 publications

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“…2014;Klassen, Chiu 2010;Klassen i in. 2013;Saricam, Sakiz 2014). W literaturze przedmiotu próbowano określić, jaki jest związek między badanym, subiektywnie ocenianym poczuciem skuteczności a wypaleniem zawodowym nauczycieli.…”

Section: Nauczycielskie Poczucie Własnej Skutecznościunclassified

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

Kulawska

2017

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Streszczenie: Celem artykułu jest empiryczna weryfikacja poczucia własnej skuteczności wśród nauczycieli edukacji wczesnoszkolnej. Przeprowadzono badania metodą sondażu diagnostycznego wśród 44 nauczycieli klas początkowych. Zastosowano kwestionariusz Teacher's Self Efficacy (TSE) Alberta Bandury w tłumaczeniu autorki. Wyniki badań wskazują na to, że nauczyciele najwyższą skuteczność osiągają w zakresie umiejętności wychowawczych, a najniższą w kontaktach z rodzicami i umiejętnościach tworzenia bezpiecznej, stymulującej atmosfery pracy w relacjach z uczniami, innymi nauczycielami i pracownikami szkoły. Ustalono, że nauczyciele będący w fazie zdobywania kolejnych stopni awansu zawodowego prezentują wyższe poczucie własnej skuteczności niż nauczyciele, którzy osiągnęli status nauczyciela dyplomowanego.Słowa kluczowe: poczucie własnej skuteczności, nauczyciel, edukacja wczesnoszkolna. WprowadzenieEfektywność procesu edukacyjnego zależy od wielu czynników, które mogą być zaklasyfikowane do trzech grup związanych z cechami i możliwościami ucznia, sytuacjami dydaktyczno-wychowawczymi i z osobą nauczyciela. W nurcie badań normatywnych nad zawodem nauczycielskim dużą uwagę przywiązywano do pożądanych, idealnych cech osobowości nauczyciela, jego umiejętności wchodzenia w relacje społeczne z uczniami, rodzicami i środowiskiem lokalnym. Podejmowano próby określenia, jakie cechy, wiedza i umiejętności nauczyciela sprzyjają budowaniu tożsamości poznawczej ucznia, rozwojowi jego osobowości, motywacji do uczenia się przez całe życie i zdobywania kompetencji niezbędnych w zmieniają-cym się świecie.Wobec współczesnego nauczyciela stawia się szereg wymagań i oczekiwań, które mogą być analizowane w kontekście cech osobowościowych, kompetencji zawodowych, umiejętności społecznych oraz własności moralnych. Wraz ze wzrostem

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Section: Nauczycielskie Poczucie Własnej Skutecznościunclassified

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

Kulawska

2017

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Section: Introductionunclassified

“…Bümen, 2010;Çimen, 2007;Karahan ve Balat, 2011;Sarıçam ve Sakız, 2014;Savaş, Bozgeyik ve Eser, 2008;Şenel, 2014). Bu çalışmalardan bir kısmı tükenmişlik ya da özyeterliği tek boyutlu birer yapı olarak ele alarak iki kavram arasındaki ilişkiye yoğunlaşırken (Karahan ve Balat, 2011;Sarıçam ve Sakız, 2014), başka çalışmalarda öğretmen özyeterliği ile tükenmişliğin alt boyutları arasındaki ilişkiler araştırma konusu edilmiştir (Bümen, 2010;Çimen, 2007;Şenel, 2014). Bununla birlikte ulusal alan yazında öğretmen özyeterliği ve tükenmişlik arasındaki yordayıcı ilişkileri, başka bir ifadeyle öğretmen özyeterliğinin tükenmişlik üzerindeki yordama gücüne yönelik sınırlı düzeyde bulguya ulaşıldığı görülmektedir (Bümen, 2010;Çimen, 2007;Sarıçam ve Sakız, 2014;Savaş, Bozgeyik ve Eser, 2008;Şenel, 2014;Yavaş, 2012).…”

Section: Introductionunclassified

Teacher Self-Efficacy as a Predictor of Burnout

Cansoy¹,

Parlar²,

Kılınç³

2017

IOJES

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The purpose of this study was to examine the relationship between teachers' perceptions of selfefficacy and burnout. The participants of the study consisted of a total of 416 teachers employed in the primary, secondary and high schools in Beyoğlu, Istanbul. 'Maslach Burnout Inventory' and 'Teachers' Sense of Efficacy Scale' were used to gather data. Arithmetic mean, Pearson ProductMoment Correlation Coefficient and Multiple Linear Regression Analysis were performed to analyze the data. Results of the study revealed that the dimensions of self-efficacy entitled student engagement, classroom management strategies and instructional strategies correlated emotional burnout and depersonalization negatively, but personal achievement perception positively. Results also indicated that the efficacy for student engagement predicted emotional exhaustion and depersonalization negatively and significantly while it was a positive and significant predictor of personal achievement dimension of burnout. Results of the study were discussed in line with the related literature and some implications were presented.© 2017 IOJES. All rights reserved Keywords: 1 Burnout, self-efficacy, teacher, primary school, secondary school, high schoos Extended Summary PurposeOne of the concepts considered to be related to burnout in literature is self-efficacy. Therefore, in this study, the relationship between teachers' perception of self-efficacy and burnout was investigated. While burnout was the dependent variable of the study, self-efficacy was designed to be the independent variable of the present study. In this sense, the purpose of this study was to answer the following questions:1. What are the levels of teachers' perception of self-efficacy and burnout? 2. What is the relationship between teachers' perceptions of self-efficacy and burnout? 3. Do teachers' levels of efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management predict their perceptions of burnout significantly? MethodThis study was designed with a correlational research model to empirically test the relationship between self-efficacy and burnout. Participants for this study were 416 teachers chosen by simple random sampling method. Teachers employed in primary, secondary and high schools in Beyoğlu, Istanbul in the academic year of 2015-2016 participated in the study. Of the valid response, 252 teachers (60%) were women and 164 (40%) were men. 'Maslach Burnout Inventory' was used to determine the levels of burnout of teachers and 'Teachers' Sense of Efficacy Scale' to determine their level of self-efficacy.

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“…Considering earlier studies (Capa, Cakiroglu, & Sarikaya, 2005;Chemers, Hu, & Garcia, 2001;Ekinci, 2012;Pajares, 1996;Sahranavard & Hassan, 2012;Saricam & Sakiz, 2014;Tschannen-Moran & Hoy, 2001), there are various studies about self-efficacy. Studies about the field of geography for geography teachers, teacher candidates and social sciences teachers were examined.…”

Section: üNi̇versi̇tepark Bülten • Volume 3 • Issue 1-2 • 2014mentioning

confidence: 99%

“…Self-efficacy beliefs also have a powerful influence over decision-making and complex learning processes. Bandura (1997), Saricam and Sakiz (2014) stated that an individual's self-efficacy perception not only directly affects his action and selection, but can influence his expectations of success, motivation and effort as well. Self-efficacy expectancy determines how individuals will struggle against difficulties and obstacles they will face and how much effort they put forth.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Geography Self-Efficacy Levels of Students Taking Geography Course

Şahin¹

2015

UNIBULLETIN

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In today's education world, the fact that students and teachers have high self-efficacy perception ensures that their education life is more efficient. This study aimed to investigate self-efficacy levels of student candidates who received geography education in Social Sciences Teaching and Geography Teaching at the Geography Departments of Faculties of Science and Arts toward geography learning areas in the curriculum. Geography self-efficacy scale and a demographic information form were applied to the participants. As data were not normally distributed, non-parametric Whitney and Kruskal-Wallis tests were used to compare geography self-efficacy levels among the variables. Research findings revealed that male students' geography selfefficacy levels were higher. In addition, a statistically significant difference was found between the geography self-efficacy levels in the different departments where geography education has been lectured, and these results are discussed in light of the relevant literature.

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Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey

Cited by 84 publications

References 38 publications

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

Teacher Self-Efficacy as a Predictor of Burnout

Comparison of Geography Self-Efficacy Levels of Students Taking Geography Course

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