Learned Resourcefulness and Burnout Levels of English Teachers

Autor/in	Genç, Gülten
Titel	Learned Resourcefulness and Burnout Levels of English Teachers
Quelle	In: International Journal of Psychology and Educational Studies, 3 (2016) 1, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Teacher Burnout; Age Differences; Gender Differences; Marital Status; Measures (Individuals); Correlation; Resilience (Psychology); English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Foreign Countries; Turkey; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Familienstand; Messdaten; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; Türkei
Abstract	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. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: http://www.ijpes.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01