Examining Empirical Studies on Teacher Burnout: A Systematic Review
Küçük Resim Yok
Tarih
2020
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hacettepe Univ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The purpose of this study was to examine the empirical studies on teacher burnout between 2000-2017. This study was designed as a systematic review examining 33 studies included in EBSCO, ERIC, SCOPUS and ULAKBIM databases and conducted in the Turkish context. The results revealed that a set of organizational and individual variables were associated with teacher burnout. The individual variables related to teacher burnout were self-efficacy beliefs, positive feelings and views, excessive control or suppression of feelings and views, a personality type prone to emotional imbalance, high level of external locus of control, having unrealistic expectations about education and school, monitoring teacher behaviours, and age. Organizational variables were job satisfaction, perceived administrative support, an environment of cooperation, support and trust, deviant student behaviours, and school climate. In this regard, the results of the study showed that teacher burnout was a construct associated with a set of both individual and organizational variables.
Açıklama
Anahtar Kelimeler
Burnout, empirical study, systematic review
Kaynak
Hacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Education
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
35
Sayı
4
