Atıf Sayısı
22
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145
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61
The aim of the present paper is to examine the relationship between preschool teachers’ job-burnout levels and their organizational cynicism. Data for this quantitative study were collected using a survey of 408 current preschool teachers who were selected randomly. In addition to a Demographic Information Form, the data-collection tools included the Maslach Burnout Inventory – Educators Survey (MBI-ES) and the Organizational Cynicism Scale (OCS). Data were analyzed using independent-samples t-test, one-way ANOVA and Pearson’s correlations. The researchers found positive correlation between the “emotional exhaustion”, “depersonalization” sub-dimensions of the MBI-ES and, “alienation from employing organization”, “factors decreasing performance”, “negative attitudes toward school”, “employee participation in decisions” sub-dimensions of the OCS and the OCS as a whole. There was a negative correlation between “personal accomplishment” sub-dimension of the MBI-ES and the entire OCS and its sub-dimensions “alienation from employing organization”, “negative attitudes toward school”, and “employee participation in decisions”. However, there was no correlation between the MBI-ES’ “personal accomplishment” sub-dimension and the OCS’s “factors decreasing performance” sub-dimension.
The aim of the present paper is to examine the relationship between preschool teachers' job-burnout levels and their organizational cynicism. Data for this quantitative study were collected using a survey of 408 current preschool teachers who were selected randomly. In addition to a Demographic Information Form, the data-collection tools included the Maslach Burnout Inventory - Educators Survey (MBI-ES) and the Organizational Cynicism Scale (OCS). Data were analyzed using independent-sample t-test, one-way ANOVA and Pearson's correlations. The researchers found positive correlation between the “emotional exhaustion”, “depersonalization” sub-dimensions of the MBI-ES and, “alienation from employing organization”, “factors decreasing performance”, “negative attitudes towards school”, “employee participation in decisions” sub-dimensions of the OCS and the OCS as a whole. There was a negative correlation between the “personal accomplishment” sub-dimensions of the MBI-ES and the entire OCS and its sub-dimensions “alienation from employing organization”, “negative attitudes towards school”, and “employee participation in decisions”. However, there was no correlation between the MBI-ES’ “personal accomplishment” sub-dimension and the OCS’s “factors decreasing performance” sub-dimension.
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Dergi Türü : Uluslararası
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