The examination of teacher burnout in Turkey: A meta-analysis

Yorulmaz, Yılmaz İlker; Altınkurt, Yahya

doi:10.19128/turje.348273

Cited by 16 publications

(11 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Both depersonalization and the lack of professional accomplishment seem to be more pronounced the higher the educational stage being taught. This is consistent with findings from other studies [ 47 , 48 , 49 , 50 , 51 , 52 , 53 ], and it would be advisable to take them into consideration when designing interventions aimed at preventing or reducing burnout in teachers.…”

Section: Discussionsupporting

confidence: 91%

“…It is possible that men and women display themselves differently in their vulnerability to the various burnout symptoms. Women would be more likely to suffer emotional exhaustion while men would be more affected by depersonalization and a lack of professional accomplishment [ 47 , 48 , 49 , 50 , 51 ]. The educational stage and professional experience may also be significant factors in the explanation of burnout, with greater vulnerability to the syndrome in the higher educational stages [ 52 , 53 ] and in teachers with little experience [ 54 , 55 ].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Freire

García-Bértoa

Núñez

et al. 2020

IJERPH

View full text Add to dashboard Cite

In keeping with the growth in the development of healthy environments in organizational contexts, in recent years, there has also been increasing interest in the identification of personal psychological resources that contribute to improved worker mental health. From this proactive approach, this study examines the mediating role of flourishing in the relationship between psychological capital (PsyCap) and burnout in teachers, a professional group that is particularly prone to suffering from this syndrome. A total of 1379 teachers from pre-school, primary, secondary, and vocational education systems participated in the study. The mediating effect of flourishing was determined via mediation analysis using the PROCESS macro. The results showed that flourishing partially mediates the negative effect of PsyCap on the three symptoms of burnout (emotional exhaustion, depersonalization, and lack of professional accomplishment). These findings indicate that both PsyCap and flourishing may be effective personal resources in reducing teacher burnout. Therefore, in order to prevent burnout, it is advisable to design interventions that combine PsyCap and flourishing.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Freire

García-Bértoa

Núñez

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…Also, a number of studies on gender burnout or work exhaustion show mixed results. In different conditions and in different studies, a higher level of burnout is indicated either in men or in women, moreover, the factors of the bias in the assessment have not yet been thoroughly studied (Abu-Hilal and Kilani, 2018;Yorulmaz and Altinkurt, 2018;Al Serhan, 2020). Our study confidently demonstrates that among faculty members, fatigue prevails among women.…”

Section: Discussionmentioning

confidence: 53%

Occupational Burnout and its Relation to Academic Staff Performance at Al Ain University, college of education (evaluation study)

Alwaely

Jarrah

2020

IJCRSEE

View full text Add to dashboard Cite

This study aims to identify the occupational burnout and its relation to teaching performance among Al Ain University (AAU) academic staff. The sample of the study consisted of 60 male and female teachers of Al Ain University First Directorate of Education. The researchers designed two tools for the study, represented in occupational burnout questionnaire for teachers and teaching performance questionnaire. The results show that teachers in the education college in AAU have a moderate level of occupational burnout. There are differences in the occupational burnout level for the favor of females, and differences in teaching experience for the favor of 10 years and more. The researchers ascribe this result to increased workloads and stress that female teachers face. Female teachers are more exposed to occupational burnout than male teachers because female teachers also face loads in connection with household and family concerns. There is as well an inverse relationship with statistical differences between occupational burnout level for teachers and their performance level. The study results in many recommendations and suggestions.

show abstract

“…Gender, age, and seniority in teaching are background variables that have emerged from the literature as supporting teachers' coping with violence, bullying, and various stress encounters in the classroom (Yorulmaz & Altınkurt, 2018;Prasad, Vaidya, & Kumar, 2016). However, these key variables have not been examined as possible factors that affect teachers' ability to cope with CB.…”

Section: Factors Affecting Teachers' Intervention Strategiesmentioning

confidence: 99%

Factors That Affect Teachers’ Coping with Cyberbullying: Implications for Teacher Education Programs

Olenik‐Shemesh¹,

Heiman²,

Keshet³

2019

View full text Add to dashboard Cite

Over the last decade, with the emergence of cyberbullying (CB) in the education arena, teachers at all stages of the education system have confronted new challenges. Few studies have looked into the factors that affect the coping. This study examines teaching background factors and personal-psychological factors that may affect teachers coping with CB. Six hundred forty-four teachers (81.5% female) completed self-reported questionnaires referring to CB coping, empathy level, communication with students level and teachers' self-efficacy. Results have revealed that overall, teachers were reported on moderate levels of coping with CB. Pearson correlations indicated that CB coping is correlated positively with high levels of empathy, communication with students, and teachers' self-efficacy. A multiple regression analysis for predicting effective coping with CB exposed a significant model showing that seniority, empathy, and high levels of teachers' communication with students may predict teachers' coping with CB, whereas age and gender do not. Furthermore, the results of a mediation model have revealed that empathy and teacher self-efficacy mediate the influence of teacher communication with students on CB coping. However, we found no direct effect of teacher communication with students on CB coping. The results have significant implications for teachers' education programs.

show abstract

The examination of teacher burnout in Turkey: A meta-analysis

Cited by 16 publications

References 39 publications

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Occupational Burnout and its Relation to Academic Staff Performance at Al Ain University, college of education (evaluation study)

Factors That Affect Teachers’ Coping with Cyberbullying: Implications for Teacher Education Programs

Contact Info

Product

Resources

About