Investigation of Burnout among Instructors Working at ESOGU Preparatory School

Özkanal, Ümit; Arıkan, Nadire

doi:10.5539/elt.v3n1p166

Cited by 9 publications

(3 citation statements)

References 30 publications

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“…Similarly, several studies which specially focused on burnout experienced by EFL teachers at schools and universities (Cephe, 2010;Özkanal and Arıkan, 2010;Mukundan andKhandehroo, 2010 andÖztürk, 2013) also revealed the results that are in accordance with the results of the present study indicating that EFl teachers have different levels of burnout.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 91%

Learned Resourcefulness and Burnout Levels of English Teachers

Genç

2016

IJPES

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The aim of this study was to examine the relationships between some individual characteristics, learned resourcefulness and burn out on the one hand and the relationships between burn out and learned resourcefulness on the other. The participants in this research included 163 English teachers teaching in the schools located in Malatya. The participants were asked to anonymously fill out a questionnaire involving three parts which respectively investigated their background, burnout level and learned resourcefulness (Rosenbaum's Learned Resourcefulness Scale and Maslach Burnout Inventory). The findings indicated that more than half of the teachers possess moderately high level of learned resourcefulness and they are experiencing burnout at moderate level in three aspects of MBI. In addition, the analysis suggested an inverse relationship between learned resourcefulness and the three burnout subscales: as learned resourcefulness increases, emotional exhaustion, depersonalization and lack of personal accomplishment decrease. Furthermore; the independent variables (age, gender, and marital status) were not found to be significant in learned resourcefulness and any of the burnout dimensions. "The school type" is the only variable which was found to be significant in the three burnout sub-dimensions. Results are discussed in the light of current literature and suggestions were provided.

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Section: Discussion Conclusion and Suggestionssupporting

confidence: 91%

Learned Resourcefulness and Burnout Levels of English Teachers

Genç

2016

IJPES

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“…To this end, many studies have been done to detect the sources of burnout within the teaching profession. For example: age, gender, years of experience, level of education (Maslach & Jackson, 1981;Ozkanal, 2010); classroom environment (Dorman, 2003); decreased parent involvement, low physical activity (Colangelo, 2004), teacher's attitudes towards perceived stressors (Rodriguez, 2006), and personality traits (Schaufeli, 2003) have been found to influence teacher burnout.…”

mentioning

confidence: 99%

Personality and Emotional Intelligence in Teacher Burnout

2012

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This paper aims to investigate the relationship between teacher's personality types, emotional intelligence and burnout and to predict the burnout levels of 147 teachers in the city of Mashhad (Iran). To this end, we have used three inventories: Maslach Burnout Inventory (MBI), NEO Five Factor Inventory (NEO-FFI), and Emotional Quotient Inventory (EQ-I). We used Homogeneity Analysis and Multiple Linear Regression to analyze the data. The results exhibited a significant relationship between personality types and emotional intelligence and the three dimensions of burnout. It was indicated that the best predictors for emotional exhaustion were neuroticism and extroversion, for depersonalization were intrapersonal scale of emotional intelligence and agreeableness, and for personal accomplishment were interpersonal scale and conscientiousness. Finally, the results were discussed in the context of teacher burnout.

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“…Unlike other studies, Karanfil and Yeşilbursa (2021) obtained very interesting findings as a result of their research. The findings of their studies revealed that single teachers reported higher levels of emotional exhaustion than their married or divorced colleagues opposing many studies in which marital status is unimportant (Atmaca, 2017;Özkanal & Arıkan, 2010;Kurtoğlu, 2011;Öztürk, 2013). In addition, teachers at state schools reported higher levels of emotional exhaustion than those at private schools, which is similar to the study conducted by Kimsesiz (2017).…”

Section: Discussionmentioning

confidence: 79%

The Challenge EFL Teachers Face in Turkey: Burnout

2023

FeD

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Burnout is quite common in educational settings for a variety of reasons and may specifically affect the lives of teachers, especially English language teachers. Therefore, it needs to be analyzed in detail and resolved by policymakers in education. To reveal this significant drawback, this research aims to examine the research studies on the issue of burnout among English as foreign language teachers from primary schools to higher education that were carried out in the English language teaching context in Turkey between 2012 and 2022 through a systematic review. 19 research studies done in Turkey were obtained and the findings of the studies related to the burnout challenge of Turkish English language teachers were scrutinized. Based on the findings of the study, English teachers are the most prevalent demographic to have a variety of ailments due to burnout, which is caused by extended exposure to high levels of stress, chronic fatigue, unhappiness, and feelings of inefficacy. The unique finding of this study is that English teachers are mainly faced with challenging and stressful conditions in their daily teaching life as they are forced to adapt to changing student profiles and technological advancements as well as rising demands of society and as a result, they struggle with burnout even if they are still in their early years of teaching English. In the meanwhile, their commitment to in-service training and the support of their superiors are crucial and maintaining a healthy lifestyle is also important. Besides, a comprehensive strategy that includes regulatory modifications, encouraging work conditions, and professional development opportunities is required to address English teacher burnout in Turkish society and thus, by prioritizing teacher well-being, education policies can have a positive influence on the education sector by ensuring the availability of motivated and effective English instructors who can provide high-quality education to students and these policies could eradicate negative views and provide the respect for the teaching profession by fostering a resilient English teaching workforce while mitigating the risks of burnout.

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Investigation of Burnout among Instructors Working at ESOGU Preparatory School

Cited by 9 publications

References 30 publications

Learned Resourcefulness and Burnout Levels of English Teachers

Learned Resourcefulness and Burnout Levels of English Teachers

Personality and Emotional Intelligence in Teacher Burnout

The Challenge EFL Teachers Face in Turkey: Burnout

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