Öğretmenlerin mesleki yorgunluğu
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Dosyalar
Tarih
2019
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı okul öncesi, ilkokul, ortaokul ve lise kademelerinde görev yapan öğretmenlerin mesleki yorgunluk durumlarına yönelik görüşlerini tespit ederek, mesleki yorgunluğun sebeplerini, etkileyen faktörleri ve üstesinden gelmek için neler yaptıklarını ortaya koymaktır. Nitel araştırma yönteminde yürütülen çalışmada olgu bilim deseni kullanılmıştır. Veriler nitel araştırma görüşme tekniklerinden yarı yapılandırılmış görüşme formu ile toplanmış, çözümlenmesinde içerik ve betimsel analiz yapılmıştır. Araştırmanın çalışma grubunu okul öncesi, ilkokul, ortaokul ve liselerde görev yapan toplam 70 öğretmen oluşturmaktadır. Araştırma sonuçlarına göre katılımcıların büyük çoğunluğu mesleki yorgunluk yaşamakta, yorgunluk durumunun yaşanma sıklığı en çok genellikle sonra ise sürekli olarak belirtilmiştir, yorgunluk kaynağı olarak fiziksel, ortamsal ve duygusal faktörler etkili olmaktadır. En çok yaşanılan ve yıpratıcı olan yorgunluk kaynağı ise duygusal yorgunluktur sonra sırasıyla ortamsal ve fiziksel yorgunluk gelmektedir. Mesleki yorgunluk iş hayatına en fazla performans ve motivasyon düşüklüğü, kendini yenileyememe ve monotonluk şeklinde yansırken, kişisel hayatta etkisine ilişkin olarak ise öğretmenlerin çoğunluğunda aile fertlerine özellikle çocuklarına nitelikli vakit ayıramama, bitkinlik ve agresiflik şeklinde kendini göstermektedir. Öğretmenlerin büyük çoğunluğu görev yaptığı okullarda kurumsal olarak mesleki yorgunluğa yönelik destek almamakta, ancak kendi kişisel çabalarıyla azaltmaya çalışmaktadırlar. Mesleki yorgunluğa okul türü ve branşın etkisi olduğu, meslekteki olumlu durumlara ilişkin çoğunluğunun tatil imkânı ve öğrencilerin hayatına dokunarak onlara katkıda bulunması şeklinde belirttiği ortaya çıkmıştır.
This study aimed to determine pre-school, primary, secondary and high school teachers’ views on their occupational fatigue, to identify the causes of professional fatigue, the relevant factors and what teachers did to overcome professional fatigue. Phenomenological design was used in the study conducted with the qualitative research method. The data were collected through semi-structured interview form; an interview technique used in qualitative studies and content and descriptive analyses were performed. The study group consisted of 70 teachers employed in pre-school, primary, secondary and high schools. According to study results, the majority of the participants experienced occupational fatigue whose frequency was reported to be “usual” followed by “continuous” and occupational fatigue were found to be related to physical, affective and contextual factors. Affective factors were the most experienced and frustrating source of fatigue followed by contextual and physical fatigue, respectively. While occupational fatigue was mostly reflected in professional life in the form of low performance and motivation, inability to renew oneself and monotony, personal lives of these teachers demonstrated a lack of quality time spent with family members, especially with children, exhaustion and aggression. The majority of teachers reported lack of support from their institutions in terms of fatigue and stated they made personal efforts to reduce the impact of fatigue. It was found that school type and subject matter affected occupational fatigue and teachers considered holiday periods and the ability to contribute to students’ lives by touching their hearts and mind as the positive attributes of the profession.
This study aimed to determine pre-school, primary, secondary and high school teachers’ views on their occupational fatigue, to identify the causes of professional fatigue, the relevant factors and what teachers did to overcome professional fatigue. Phenomenological design was used in the study conducted with the qualitative research method. The data were collected through semi-structured interview form; an interview technique used in qualitative studies and content and descriptive analyses were performed. The study group consisted of 70 teachers employed in pre-school, primary, secondary and high schools. According to study results, the majority of the participants experienced occupational fatigue whose frequency was reported to be “usual” followed by “continuous” and occupational fatigue were found to be related to physical, affective and contextual factors. Affective factors were the most experienced and frustrating source of fatigue followed by contextual and physical fatigue, respectively. While occupational fatigue was mostly reflected in professional life in the form of low performance and motivation, inability to renew oneself and monotony, personal lives of these teachers demonstrated a lack of quality time spent with family members, especially with children, exhaustion and aggression. The majority of teachers reported lack of support from their institutions in terms of fatigue and stated they made personal efforts to reduce the impact of fatigue. It was found that school type and subject matter affected occupational fatigue and teachers considered holiday periods and the ability to contribute to students’ lives by touching their hearts and mind as the positive attributes of the profession.
Açıklama
Anahtar Kelimeler
Öğretmenler, Mesleki Yorgunluk, Nitel Çalışma, Teachers, Occupational Fatigue, Qualitative Study
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
14
Sayı
4