Examining Empirical Studies on Teacher Burnout: A Systematic Review

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dc.authoridPolatcan, Mahmut/0000-0002-5181-0316
dc.contributor.authorPolatcan, Mahmut
dc.contributor.authorCansoy, Ramazan
dc.contributor.authorKilinc, Ali Cagatay
dc.date.accessioned2024-09-29T16:06:27Z
dc.date.available2024-09-29T16:06:27Z
dc.date.issued2020
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.description.sponsorshipKarabuk University [KBU-BAP-18-DS-123]en_US
dc.description.sponsorshipThis study was supported by Karabuk University Coordinatorship of Research Projects with ID Number KBU-BAP-18-DS-123 under the Support Project for Overseas Research Activities and was presented orally at the International Research Congress on Social Sciences (September 5-8, 2018, Skopje, Macedonia). Furthermore, after presenting the paper, the order of the authors of the manuscript was conducted again regarding the scholarly time and effort spent by each author with the approval of all authors.en_US
dc.identifier.doi10.16986/HUJE.2019054890
dc.identifier.endpage873en_US
dc.identifier.issn2536-4758
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85094625981en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage858en_US
dc.identifier.trdizinid416156en_US
dc.identifier.urihttps://doi.org/10.16986/HUJE.2019054890
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/416156
dc.identifier.urihttps://hdl.handle.net/20.500.14619/6835
dc.identifier.volume35en_US
dc.identifier.wosWOS:000586793600009en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherHacettepe Univen_US
dc.relation.ispartofHacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Educationen_US
dc.relation.publicationcategoryDiğeren_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBurnouten_US
dc.subjectempirical studyen_US
dc.subjectsystematic reviewen_US
dc.titleExamining Empirical Studies on Teacher Burnout: A Systematic Reviewen_US
dc.title.alternativeÖğretmen Tükenmişliğine Yönelik Ampirik Araştırmaların İncelenmesi: Bir Sistematik Derleme Çalışmasıen_US
dc.typeReviewen_US

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