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Bu araştırmanın amacı beden eğitimi öğretmenlerinin mesleki tükenmişlik ve duygusal emek düzeylerini belirlemektir. Araştırma nicel araştırma yaklaşımından ilişkisel tarama modeli ile kurgulanmıştır. Araştırma, Ankara ve Kırıkkale illerindeki farklı eğitim kademelerinde görev yapan 111’i kadın, 110’u erkek olmak üzere toplam 221 beden eğitimi öğretmeni üzerinde gerçekleştirilmiştir. Verilerin toplanmasında “Duygusal Emek Ölçeği” ve “Tükenmişlik Ölçeği” kullanılmıştır. Veri analizinde, Pearson Momentler Çarpımı Korelasyon Katsayısı, basit doğrusal regresyon analizi ve bağımsız gruplar t-testi kullanılmıştır. Beden eğitimi öğretmenlerinin duygusal emek ve mesleki tükenmişlik düzeyleri cinsiyet değişkenine göre farklılık göstermezken, tükenmişliğin alt boyutu olan “Kişisel başarı” düzeyi okul türü değişkenine göre farklılık göstermektedir. Duygusal emek mesleki tükenmişliğin anlamlı bir yordayıcı olduğu ve iki özellik arasında pozitif yönde ilişki olduğu saptanmıştır. Sonuç olarak beden eğitimi öğretmenlerinin yaşamış oldukları mesleki tükenmişlik düzeyinde duygusal emeğin önemli rolü olduğu ifade edilebilir. Ayrıca eğitim kademesi yükseldikçe beden eğitimi öğretmenlerinin tecrübelerine dayalı olarak yaşadıkları tükenmişlik düzeyinde azalma meydana geldiği söylenebilir. Duygusal emeğin tükenmişlik üzerinde etkisi olduğundan, beden eğitimi öğretmenlerinin mesleklerini uygulamada karşılaşabilecekleri istenmeyen durum ve olaylar onların mesleğine yönelik bağlılığını olumsuz etkileyebilecektir. Bu nedenle tükenmişlik meydana gelmeden önce öğretmenlere bu konuda farkındalık kazandırmak önleyici bir tedbir olabilir.
The aim of this research is to determine the levels of professional exhaust and emotional work of the body education teachers. The research is established by the relative scanning model from the quantum research approach. The research was conducted on a total of 221 body education teachers, including 111 women and 110 men, who worked in different educational stages in Ankara and Kırıkkale. The data was collected using the "Emotional Employment Scale" and the "Emotional Employment Scale". In data analysis, Pearson Moment's Collapse Correlation Score, simple linear regression analysis and independent groups have been used. While the emotional work and professional exhaust levels of the teachers of body education do not differ by gender variable, the "personal success" level, which is the lower dimension of exhaust, differs by school type variable. Emotional work has been found to be a meaningful stimulant of professional exhaust and that there is a positive relationship between the two characteristics. As a result, physical education teachers can be expressed as an important role of emotional work at the level of professional exhaust they have experienced. It can also be said that as the level of education rises, the level of exhaust that the teachers of physical education experience is based on has decreased. Since emotional work has an impact on exhaust, unwanted situations and events that physical education teachers may encounter in the practice of their professions may negatively affect their commitment to their profession. Therefore, giving teachers awareness of this before exhaustion occurs can be a preventive measure.
The aim of this research is to determine the levels of occupational burnout and emotional labor of physical education teachers. The research was designed with an irrelevant screening model in terms of quantitative research approach. The research was carried out on a total of 221 physical education teachers, 110 males, 111 females, working at different levels of education in Ankara and Kırıkkale. Data were obtained "Emotional Labor Scale" and "Burnout Inventory". Pearson Moments Multiplication Correlation Coefficient, simple linear regression analysis and t-test were used in the analysis of the data obtained in the research. While the levels of emotional labor and occupational burnout of physical education teachers did not change according to gender variable, the level of "Personal success" which is the sub-dimension of burnout varies according to the school type variable. It was concluded that emotional labor is a significant predictor of occupational burnout and there is a significant and positive relationship between these two traits. There was a significant negative correlation between occupational burnout score and emotional labor total score, superficial role playing and deep acting role subscales, and positive emotional subscale and natural emotional subscale. As a result, emotional labor plays an important role in the level of occupational burnout experienced by physical education teachers. In addition, as the education stage increases, the level of burnout experienced by teachers’ decreases. Emotional labor has an impact on burnout. The undesirable situation that the physical education teachers may encounter and the events that may lead to the occurrence of the profession in their profession. Physical education teachers are exposed to unwanted situations and events; they may cause burnout syndrome in the early stages of their profession. It may be a preventive measure to raise awareness of teachers before they experience burnout.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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