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Using Positive Psychology as an Alternative Solution to Teachers' Occupational Burnout

Yıl 2022, Cilt: 12 Sayı: 3, 2823 - 2864, 30.11.2022
https://doi.org/10.48146/odusobiad.1084316

Öz

UNESCO states that the world needs to employ 69 million new teachers in order to reach the 2030 education goals, but studies show that 80% of existing teachers are considering leaving the occupation. Despite the initial motivation to become a teacher, unfortunately, there is a significant attrition during the training phase and the first years of starting the teaching occupation. Globally, teachers are known to have the highest work-related stress and burnout compared to other occupations. However, despite growing evidence of their effectiveness, positive psychology interventions have rarely been applied and studied in teachers' work environments in both domestic and international literature. It is clear that teachers need more effective and functional ways to manage the increasing stressors of their roles. Unfortunately, any professional intervention focused on improving teachers' psychological capacity is seen as a luxury or add-on rather than being part of a strategic whole-school well-being plan. The main starting point of this study is to reveal the threats to teachers' resilience, well-being and self-efficacy, to suggest various interventions to support teachers' well-being in schools based on the PERMA approach and to draw attention to their dissemination at the national level. With support from positive psychology research, this study provides some examples of interventions where teachers can learn to develop protective factors for themselves to buffer against the extreme stress and burnout they experience at school.

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Öğretmenlerin Mesleki Tükenmişliklerine Alternatif Bir Çözüm Yolu Olarak Pozitif Psikolojinin Kullanılması

Yıl 2022, Cilt: 12 Sayı: 3, 2823 - 2864, 30.11.2022
https://doi.org/10.48146/odusobiad.1084316

Öz

UNESCO, 2030 eğitim hedeflerine ulaşmak için dünyanın 69 milyon yeni öğretmen istihdam etmesi gerektiğini belirtiyor ancak yapılan araştırmalar mevcut öğretmenlerin %80’inin mesleği bırakmayı düşündüğünü göstermektedir. Öğretmen olmak için başlangıçtaki motivasyona rağmen, ne yazık ki eğitim alma aşamasında ve öğretmenlik mesleğine başlanan ilk yıllarda önemli bir yıpranma söz konusudur. Küresel olarak, öğretmenlerin diğer mesleklere kıyasla en yüksek işle ilgili stres ve tükenmişliğe sahip oldukları bilinmektedir. Ancak etkililiklerini gösteren ve devamlı artan kanıtlara rağmen hem yerli hem de yurt dışı alanyazınında pozitif psikoloji müdahaleleri, öğretmenlerin çalışma ortamlarında nadiren uygulanmış ve incelenmiştir. Öğretmenlerin, rollerinin getirdiği artan stres faktörlerini yönetebilmek için daha etkili ve işlevsel yollara ihtiyaçları olduğu açıktır. Ne yazık ki öğretmenlerin psikolojik kapasitesini geliştirmeye odaklanan herhangi bir profesyonel müdahale, stratejik olan bir tüm okul iyi oluş planının parçası olmak yerine, bir lüks veya eklenti olarak görülmektedir. Buradan hareketle bu çalışmanın temel çıkış noktası, öğretmenlerin iyi oluş, psikolojik sağlamlık ve öz-yeterliklerine yönelik tehditlerin ortaya konulması, PERMA yaklaşımı temel alınarak okullarda öğretmenlerin iyi oluşlarını desteklemek için çeşitli müdahalelerin önerilmesi ve ulusal düzeyde yaygınlaştırılmasına dikkat çekilmesidir. Pozitif psikoloji araştırmalarından aldığı destek sayesinde bu çalışma, öğretmenlerin okullarında yaşadıkları aşırı strese ve tükenmişliğe karşı tampon yapmak adına kendilerine yönelik koruyucu faktörleri geliştirmeyi öğrenebilecekleri bazı müdahale örnekleri sunmaktadır.

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  • Stallard, P., Skryabina, E., Taylor, G., Phillips, R., Daniels, H., Anderson, R. ve Simpson, N. (2014). Classroom-based cognitive behaviour therapy (FRIENDS): A cluster randomised controlled trial to Prevent Anxiety in Children through Education in Schools (PACES). The Lancet Psychiatry, 1(3), 185-192. doi:10.1016/S2215-0366(14)70244-5
  • Steger, M. F., Frazier, P., Oishi, S. ve Kaler, M. (2006). The meaning in life questionnaire: assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53(1), 80-93. doi:10.1037/0022-0167.53.1.80
  • Steskal, S. (2015). Exploring career choice motivation of trainee teachers of English: A narrative study with a special focus on teacher identity and beliefs (Yayımlanmamış yüksek lisans tezi). Karl-Franzens-Universität, Graz, Austria.
  • Stipek, D. (2006). Relationships matter. Educational Leadership, 64(1), 46-49.
  • Street, H. (2018). Contextual wellbeing. Subiaco, Australia: Wise Solutions Books.
  • Sutton, R. E. ve Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. doi:10.1023/A:1026131715856
  • Svence, G., Majors, M., Majors, M. ve Majors, M. (2015). Correlation of well-being with resilience and age. Problems of Psychology in the 21st Century, 9(1), 45-56.
  • TEDMEM [Türk Eğitim Derneği] (2014). Öğretmen gözüyle öğretmenlik mesleği. Ankara: Rapor Dizisi 3.
  • Telef, B. B. (2011). Öğretmenlerin öz-yeterlikleri, iş doyumları, yaşam doyumları ve tükenmişliklerinin incelenmesi. İlköğretim Online, 10(1), 91-108.
  • TDA (2011). Annual report and accounts. London: The Stationery Office.
  • Tschannen-Moran, M., Woolfolk-Hoy, A. ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. doi:10.3102/00346543068002202
  • Tschannen-Moran, M. ve Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. doi:10.1016/j.tate.2006.05.003
  • Tschannen-Moran, M. ve McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245.
  • Urhahne, D., Chao, S. H., Florineth, M. L., Luttenberger, S. ve Paechter, M. (2011). Academic self‐concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 81(1), 161-177. doi:10.1348/000709910X504500
  • Uzun, K. ve Karataş, Z. (2020). Predictors of academic self efficacy: Intolerance of uncertainty, positive beliefs about worry and academic locus of control. International Education Studies, 13(6), 104-116. doi:10.5539/ies.v13n6p104 Van Nieuwerburgh, C. (Ed.) (2012). Coaching in education: Getting better results for students, educators, and parents. London: Karnac Books.
  • Veenhoven, R. (2008). Healthy happiness: Effects of happiness on physical health and the consequences for preventive health care. Journal of Happiness Studies, 9(3), 449-469. doi:10.1007/s10902-006-9042-1
  • Villarreal, V., Ponce, C. ve Gutierrez, H. (2015). Treatment acceptability of interventions published in six school psychology journals. School Psychology International, 36(3), 322-332. doi:10.1177/0143034315574153
  • Wald, J., Taylor, S., Asmundson, G. J. G., Jang, K. L. ve Stapleton, J. (2006). Literature review of concepts: Psychological resiliency. Toronto, Canada: Defence Research and Development – Toronto.
  • Waters, L. (2011). A review of school-based positive psychology interventions. The Educational and Developmental Psychologist, 28(2), 75-90. doi:10.1375/aedp.28.2.75
  • Waters, L. ve White, M. (2015). Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change. International Journal of Wellbeing, 5(1), 19-32. doi:10.5502/ijw.v5i1.2
  • Weissberg, R. P., Kumpfer, K. L. ve Seligman, M. E. P. (2003). Prevention that works for children and youth: An introduction. American Psychologist, 58(6-7), 425-432. doi:10.1037/0003-066X.58.6-7.425
  • White, M. A. (2021). A decade of positive education and implications for initial teacher education: A narrative review. Australian Journal of Teacher Education, 46(3), 74-90. doi:10.14221/ajte.2021v46n3.5
  • Wilson, V. (2002). Feeling the strain: An overview of the literature on teacher stress. Edinburgh, UK: Scottish Council for Research in Education.
  • Wrzesniewski, A., LoBuglio, N., Dutton, J. E. ve Berg, J. M. (2013). Job crafting and cultivating positive meaning and identity in work. A. Bakker (Ed.), Advances in positive organizational psychology (ss. 281-302) içinde. Bingley: Emerald Group Publishing Limited.
  • Zee, M. ve Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. doi:10.3102/0034654315626801
Toplam 196 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm DERLEME
Yazarlar

Kıvanç Uzun 0000-0002-6816-1789

Pelin Yaprakdal 0000-0002-3261-2509

Yayımlanma Tarihi 30 Kasım 2022
Gönderilme Tarihi 7 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 3

Kaynak Göster

APA Uzun, K., & Yaprakdal, P. (2022). Öğretmenlerin Mesleki Tükenmişliklerine Alternatif Bir Çözüm Yolu Olarak Pozitif Psikolojinin Kullanılması. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(3), 2823-2864. https://doi.org/10.48146/odusobiad.1084316

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