<b>Administrational Factors as Predictors of Teacher Burnout across Iranian and Turkish EFL Teachers</b>
Anahtar Kelimeler:
Burnout- MBI-ES- Teacher Autonomy- Reward Adequacy- Fairness- Fringe Benefits- EFL Teachers- Iran- TurkeyÖzet
The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers and determining the role of four administrational factors (i.e., Teacher Autonomy, Reward Adequacy, Fairness, and Fringe Benefits) in predicting EE, DP and PA burnout processes across Iranian and Turkish EFL teachers. The MBI-ES was used to measure the perceived burnout levels of the participants, and a four-dimension scale (41 items) was developed based on the literature study to measure the participants’ perceptions in these four areas. The average internal consistency reliability of the 41-item scale was r = 0.703. The results of t-tests analyses showed that there was a slight significant difference between Iranian and Turkish groups only in EE burnout processes. Moreover, the results of regression analyses showed that EE, DP, and PA subscales were better predicted by Fairness factor among Iranian teachers, while by Teacher Autonomy among Turkish teachers. Finally, the contrasted results also revealed that Teacher Autonomy, Reward Adequacy, and Fairness factors had cross-culturally discriminatory roles, while Fringe Benefits factor did not have.Referanslar
Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational
Development, 27, 129 – 137.
Aoki, N. (2000). Aspects of teacher autonomy: Capacity, freedom and responsibility.
Paper presented at 2000 Hong Kong University of Science and Technology Language
Centre Conference.
Benson, P. (2000). Autonomy as a learners’ and teachers’ right. In B. Sinclair, I. McGrath
& T. Lamb (Eds.) Learner autonomy, teacher autonomy: Future directions. London:
Longman.
Bustingorry, S. O. (2008). Towards teachers’ professional autonomy through action
research. Educational Action Research, 16(3), 407-420.
Castle, K. (2004). The meaning of autonomy in early childhood teacher education. Journal
of Early Childhood Teacher Education, 25(1), 3 -10.
Cohen, J. W. (1988). Statistical power analysis for the behavioural sciences (2nd ed.)
Hillsdale, NJ: Lawrence Erlbaum Associates.
Davis, J., & Wilson, S. M. (2000). Principals’ efforts to empower teachers: Effects on
teacher motivation and job satisfaction and stress. The Clearing House, 73(6), 349-353.
Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher
satisfaction. Journal of Educational Administration, 38, 379-396.
Frase, L. E., & Sorenson, L. (1992). Teacher motivation and satisfaction: Impact on
participatory management. NASSP Bulletin (January 1992): 37-43.
Ingersoll, R. M., & Alsalam, N. (1997). Teacher professionalization and teacher
commitment: A multilevel analysis (SASS 97-069). Washington, DC: U.S. Department of
Education, National Center for Educational Research and Improvement.
LaCoe, C. S. (2008). Teacher autonomy: A multifaceted approach for the new millennium.
New York:Cambria Press.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher
autonomy. System 23(2), 175-182.
Little, D. (1997). Autonomy and self-access in second language learning: Some
fundamental issues in theory and practice. In Müller-Verweyen, M. (ed.). Standpunkte zur
Spracht-und Kulturvermittlung 7: Neues lernen, Selbstgesteuert, Autonom (33-44).
München: Goethe Institut.
Natale, J. A. (1993). Why teachers leave. The Executive Educator, 15, 14–18.
Öztürk, H. Đ. (2011). Curriculum reform and teacher autonomy in Turkey: the case of the
history teaching. International Journal of Instruction, 4(2), 113- 128.
Paris, C. (1993). Teacher agency and curriculum making in classrooms. New York:
Teachers College Press.
Pearson, L. C. and Hall, B. W. (1993). Initial construct validation of the teaching
autonomy scale. Journal of Educational Research, 86(3), 172-177.
Pearson, L. C. and Moomaw, W. (2006). Continuing validation of the teaching autonomy
scale. The Journal of Educational Research, 100(1), 44-51.
Pennycook, A. (1997). Cultural alternatives and autonomy. In Benson, P. & Voller, P.
(Eds.). Autonomy and independence in language learning (pp. 35–53). London: Longman.
Smith, R. C. (2000). Starting with ourselves: Teacher-learner autonomy in language
learning. In B. Sinclair, I. McGrath and T. Lamb (Eds.), Learner autonomy, teacher
autonomy: Future directions. London: Longman.
Uygun, S. (2008). The impact of John Dewey on the teacher education system in Turkey.
Asia-Pacific Journal of Teacher Education, 36(4), 291-307.
Vorkink, A. (2006). Education reform and employment: Remarks delivered at Istanbul
Chamber of Commerce. Retrieved September 11, 02, 2012, from
http://go.worldbank.org/TPKEOECXI0.
Webb, P. T. (2002). Teacher power: The exercise of professional autonomy in an era of
strict accountability. Teacher Development, 6(1), 47-62.
Yıldırım, A. (2003). Instructional planning in a centralized school system: Lessons of a
study among primary school teachers in Turkey. International Review of Education, 49(5),
-543.
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Tarih Kültür ve Sanat Araştırmaları Dergisi'nde yayımlanan tüm çalışmalar Creative Commons 4.0 CC-BY lisansı ile lisanslanmıştır.
Bunları yapmakta özgürsünüz:
- Bu eseri her boyut ve formatta paylaşabilir — kopyalayabilir ve çoğaltabilirsiniz.
- Materyalden Adapte et — karıştır, aktar ve eserin üzerine inşa et
- her türlü amaç için, ticari amaç da dahil
Alttaki şartlar altında:
Atıf — uygun bilgiyi, lisansa linki, and ve değişiklik yapıldıysa değişiklik bilgisinivermelisiniz. Sizi veya kullanımınızı lisansörün onayladığı bilgisini içermemek kaydıyla, size uygun şekilde bu işlemleri gerçekleştirebilirsiniz.
AynıLisanslaPaylaş — Eğer materyali karıştırdınızsa, aktardınızsa ya da materyalin üzerine çalıştınızsa, ancak aynı lisans ile dağıtabilirsiniz.
- Ek sınırlamalar yoktur — Lisansın izin verdiği hakları başkaları üzerinde kanunlarla ya da teknolojiyikullanarak sınırlayamazsınız.