Determination of Self-Efficacy and Burnout State of Teachers Working in the Special Education Field in Terms of Different Variables

Autor/inn/en	Nuri, Cahit; Demirok, Mukaddes Sakalli; Direktör, Cemaliye
Titel	Determination of Self-Efficacy and Burnout State of Teachers Working in the Special Education Field in Terms of Different Variables
Quelle	In: Journal of Education and Training Studies, 5 (2017) 3, S.160-166 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Self Efficacy; Teacher Burnout; Special Education Teachers; Working Hours; Gender Differences; Foreign Countries; Measures (Individuals); Elementary School Teachers; Statistical Analysis; Scores; Comparative Analysis; Mainstreaming; Classroom Techniques; Educational Attainment; Cyprus; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Hours of work; Arbeitszeit; Geschlechterkonflikt; Ausland; Messdaten; Elementary school; Grundschule; Volksschule; Statistische Analyse; Klassenführung; Bildungsabschluss; Bildungsgut; Zypern
Abstract	The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers' educational levels, teachers' daily working hours, and teachers' daily student numbers. 7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education Primary Education Management Office, and 21 schools, which have a special education mainstreaming room, constituted the population of the research. 46 special education teachers working at special education institutions and 24 special education teachers working at a mainstreaming room in primary schools (a total number of 70 teachers) constituted the sample of the research. The Maslach Burn-out Scale and Teacher Self-Efficacy Scale were administered to the sample group. The collected data was entered into the SPSS and analysed using a t-test, Mann Whitney U and Kruskal Wallis. The working hours of teachers were found to be statistically significant for sufficiency in engagement of student sub-dimension. It was revealed that teachers with fewer working hours had lower self-efficacy scores than the teachers with more working hours. Statistically significant difference was also found in depersonalization of burnout sub-dimension of teachers according to their professional seniority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01