İbrahim DALBUDAK 1 Kürşat HAZAR 2 ANALYSİNG BURNOUT LEVEL of TEACHERS İN PRİVATE and STATE İNSTİTUTİON

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1 Akademik Sosyal Araştırmalar Dergisi, Yıl: 3, Sayı: 17, Eylül2015, s İbrahim DALBUDAK 1 Kürşat HAZAR 2 ANALYSİNG BURNOUT LEVEL of TEACHERS İN PRİVATE and STATE İNSTİTUTİON Abstract In this study, it was investigated to observe the burnout levels of teacher who works in private educational institutions located in the province of Izmir,(vision, hearing, schools with mental disabilities). In this research, 59% women, 41% men %51,3 private educational institutions, and %48,7 serving in regular education instituions data from a total of 195 participants were analyzed.this study is consisting of three dimensions;demographic characteristics of the volunteers and health literature study of the burnout inventory emotional exhaustion,depersonalization and personal accomplishment.the obtained data were recorded by using a computer program SPSS forensic. The burnout dimensions of emotional value made as a result of reliability analysis cronbach's alpha value cronbach's Alpha for the dimension of depersonalization and personal accomplishment 0,760 0,776 lower lower size. Within the scope of the analysis, reliability analysis, correlation analysis, independent sample t test, one way ANOVA and LSD test was used. Burnout levels of teachers working in regular education settings, and teachers working in special education settings with the sub-dimensions of emotional exhaustion, depersonalization and personal accomplishment, ıt has been identified that there are not significant differences between them (p>0,05). All teachers working in special and regular education group are lower levels of Burnout dimension of unaccomplishment and personal success to a meaningful difference between male and female teachers is not visible when (p>0.05); in terms of the level of emotional Burnout is a significant difference 1 Okut., Süleyman Demirel University, Physical Education and Sport Department, dalbudakibo@hotmail.com 2 Okut., Muğla Sıtkı Koçman University, Physical Education and Sport Department, dalbudakibo@hotmail.com

2 İbrahim Dalbudak - Kürşat Hazar 334 between the male and female participants. women participants ' emotional Burnout levels higher than men. All teachers working in special and regular education groups of lower dimension, emotional Burnout level, according to personal success and level of unaccomplishment, years differ significantly also accordingly to the duration of the sports experience (p < 0.05). There is a significant relationship between the levels of personal achievement (p < 0.05).All teachers working in special and regular education group of sports experience with Burnout levels are lower dimension, emotional Burnout, unaccomplishment. As a result; sports experience duration increases, all groups related to the emotional burnout and unaccomplishment levels are reduced, we think that this research is to understand aspect of study in İzmir province which is located in the Centre of the teachers working in special and regular education institutions Burnout is a significant work in terms of the level of detection. Keywords: Burnout, Custom and Normal educational institutions, Music, Sports. ÖZEL EĞİTİM KURUMDAKİLERLE NORMAL EĞİTİM KURUMDAKİ ÖĞRETMENLERİN TÜKENMİŞLİK DÜZEYLERİNİN İNCELENMESİ Özet Bu çalışmada, İzmir il merkezinde bulnan özel eğitim kurumarında (görme, işitme, zihnsel engelli okulları) çalışan öğretmenlerle normal eğitim kurumlarında çalışan öğretmenlerin tükenmişlik düzeylerinin incelenmesiamaçlandı. Araştırmada %59 kadın, %41 erkek, %51,3 özel eğitim kurumlarında, %48,7 normal eğitim kurumlarında görev yapan toplam 195 katılımcıdan alınan veriler analiz edilmiştir. Çalışma da gönüllülere demografik bilgiler ve Maslach Tükenmişlik Envanteri duygusal tükenmişlik, duyarsızlaşma ve kişisel başarı olmak üzere üç alt boyuttan oluşmaktadır. Elde edilen veriler bilgisayar ortamında SPSS adlı paket program kullanılarak kayıt edilmiştir. Yapılan güvenilirlik analizi sonucunda duygusal tükenmişlik alt boyutuna ilişkin Cronbach alfa değeri 0,776 duyarsızlaşma alt boyutuna ilişkin Cronbach alfa değeri 0,760 ve kişisel başarıalt boyutuna ilişkin Cronbach alfa değeri 0,662 olarak belirlenmiştir. Analiz kapsamında, güvenirlik analizi, korelasyon analizi, bağımsız örneklem t testi, tek yönlü varyans analizi ve LSD testi kullanılmıştır. Özel ile normal eğitim kurumlarında çalışan tüm öğretmen gruplarının tükenmişlik düzeylerinin alt boyutlarından duyarsızlaşma ve kişisel başarı erkek ve kadın öğretmenlerin arasında anlamlı bir farkın olmadığı görülmezken (p>0.05); duygusal tükenmişlik düzeyi bakımından ise kadın ve erkek katılımcılar arasında anlamlı bir farklılık olduğu belirlenmiştir. kadın katılımcıların duygusal tükenmişlik düzeyleri erkeklere göre daha yüksektir. Özel eğitim kurumlarında çalışan öğretmenlerle normal eğitim kurumlarında çalışan öğretmenlerin tükenmişlik düzeylerinin alt boyutlarından duygusal

3 335 Analysing Burnout Level of Teachers in Private and State İnstitution tükenmişlik, duyarsızlaşma ve kişisel başarı, kişinin okul tütüne göre anlamlı derecede farklılık göstermediği belirlenmiştir (p>0,05). Özel ile normal eğitim kurumlarındaçalışan tüm öğretmen gruplarının tükenmişlik düzeylerinin alt boyutlarından duygusal tükenmişlik, duyarsızlaşma ve kişisel başarı düzeylerinin yıllara göre spor deneyimi süresine göre anlamlı farklılık gösterdiği belirlenmiştir (p< 0,05). Özel ile normal eğitim kurumlarında çalışan tüm öğretmen gruplarının spor deneyimi süresi ile tükenmişlik düzeylerinin alt boyutlarından duygusal tükenmişlik, duyarsızlaşma ve kişisel başarı düzeyleri arasında anlamlı bir ilişki vardır (p < 0,05). Sonuç olarak;spor deneyimi süresi arttıkça tüm gruplara ilişkin duygusal tükenmişlik ve duyarsızlaşma düzeyleri azalmakta olup, bu yönüyle bu çalışmanın İzmir il merkezinde bulunan özel ile normal eğitim kurumlarındaki çalışan öğretmenlerin tükenmişlik düzeylerinin tespiti açısından önemli bir çalışma olduğunu düşünmekteyiz. Anahtar kelimeler: Tükenmişlik, Özel ve Normal Eğitim Kurumları, Oğretmen, Spor. INTRODUCTION Handicapped is described as a person which loses one of their physical, mental, sensorial, and social abilities because of any reasons from birth or later, has difficulties about adapting to social life and daily necessity and needs protection, care, rehabilitation, counseling and support services. Burnout, reduces dramatically the quality of life of the individual and at the same time, both family life, business life by making a negative impact on the individual suffering (Hellesoy, 2000). For the first time introduced by Freudenberger (1974), the concept of failure, Burnout, wear and tear, loss of energy and power, or requests that the human inner resources result has been described as a State of exhaustion. But then later on Maslach and Jackson (1981), described Burnout as; in humans, resulting in long-lasting fatigue, physical fatigue, helplessness and hopelessness, and an individual with feelings of his work showed negative attitudes towards other people, covering both physically and mentally as a syndrome (Freudenberger, 1974). Burnout professions are defined for works such as;often people face to face relationships. This syndrome is mostly seen in jobs such as a teacher, a lawyer, physiotherapist and policing. In the case of Burnout an individual is splitted in to three areas of depletion; physical, emotional and mental. In response to Burnout,the individual is in negative imbalance towards work-related attitudes and behavior ( Vızlı, 2005). This is a response to the chronic job stress. That's about people running in individuals of depleted level, consisting of the shape and they are grouped in different ways according to their condition. Kavla (1998).As a result of winning a negative quality assessments,individuals feel negative about themselves. In business and work with the people he faces;feels there is a decrease in feelings of failure and proficiency in their relations. Peoples who feel like they can not progress in their jobs feel guilty about it (Tatlıcı, 2008).

4 İbrahim Dalbudak - Kürşat Hazar 336 Today, the most widely accepted measurement of measuring tool used in the depleted Maslach and Jackson by "Maslach Burnout Scale" (MTÖ). the concept of the Maslach Burnout; emotional exhaustion (emotional exhaustion), unaccomplishment (depersonalization) and personal success (staff accomplishment) discusses three different dimensions that categorize feelings for. Emotional exhaustion due to the work done by the person emotional feels overburdened itself as exhausted and depleted and it is the most important determinant of ezhaustion. These individuals become regardless against the people they serve of, unaccomplishment against of their feeling that they are a people devoid of exhibit behaviors and attitudes in a way that is. Person objectively reflects the trend. Lack of personal successis defined as insufficient seeing himself and a very high rate. The person's lack of control and motivation for the work fell out of desperation. The least Adnan Celik coordinated exhaustion, emotional exhaustion with the unaccomplishment of the increasing feeling of personal success and the success of the reduction is emerging with. (Kaya, 2010). Determination of variables that are causing Burnout on multiple intelligences theory and the necessary measures should be discussed by many people. Burnout is not only teacher's business but also, students, school staff, parents and the teacher and his family. Teacher's professional Burnout living,is such as debilitating effect to the distribution of the services offered to the student teacher's personal health and in the training process. In this case,the given deterioritation, the quality of education and training services is also failing while students mental health are also in a negative way it might be.( Oruç, 2007). Therefore, burnout is a common thing between the teachers, not only teachers, but also the country's education system is a condition that leads to problems. When we look at in terms of dealing with children, special teachers, visually impaired, hearing impaired, mental disabilities, gifted teachers who work with special children physically, mentally and socially defined as "normal" a lot better than teachers working with children have been exhausted and it is thought that they are more tired than others ( Vızlı, 2005). Disabilities education or special education teachers who work in the field to report any issues with normal educational institutions out renunciation teachers can be more serious, compared with other sizes. It is known that teaching is a profession that requires patience and tolerance. The disabled children from their peers, depending on the type and degree of back sorry, teachers of these children according to the type and degree of education sorry could not have enough knowledge and skills, special education teacher as they were, students possess unrealistic expectations for the teacher to live and hence the Burnout of negative emotions can lead to development (Oruç, 2007). This research, special education institutions, teachers working with normal educational institutions level of Burnout of teachers working according to the examination that some variable is aimed at differentiating differentiation. To achieve these objectives sought answers to the following questions. H 1 : Are there any differences by gender in Burnout levels, H2: Burnout levels vary based on the type of school, H3: Burnout levels have made sports is there a discrepancy between the years, H4: Burnout levels with sports is there a significant relationship between the duration of the experience?

5 337 Analysing Burnout Level of Teachers in Private and State İnstitution Method The choosing of volunteers This Research is worked up between academic year in İzmir City Center by serving blind children with mental, hearing and the Ministry of national education with teachers in schools, normal Schools are teachers. Izmir City Center depending on the Ministry of national education, mental, hearing and visually impaired School for stage was reached, 100 teachers to survey and information filled in the form. Other normal Schools Employee filled out a survey and information form the Teachers 95. A total of 194 teachers. Data collection Method Research data collection questionnaire containing demographic questions and the socio and Maslach Burnout inventory (MBI) was used. This inventory, Maslach and Jackson (1981), developed by Emmanuel (1992), by which he adapted into Turkish. Inventory of the original form "a few times a year, in no time, once a month, once a week, a few times a month, several times a week, every day" in the form of a 7-digit answer option. Turkish adaptation is "never, rarely, sometimes, often, always" in the form of 5-digit answer consists of three size options. Maslach Burnout Inventory used in the research of emotional Burnout, unaccomplishment and personal success consists of three child dimension. As a result the reliability analysis made emotional Cronbach alpha value for the size of the bottom of the Burnout 0,776 0,760 and child size for Cronbach alpha value of unaccomplishment personal success child size for Cronbach alpha value of 0,662. Statistical analysis Given the statistical analysis in SPSS 12.4 (Statistical PackageforSocialSciences) have been analyzed in the program package. In this analysis, reliability analysis, correlation analysis, independent samples t test, one way ANOVA and LSD test. Results Demographic Features According to the Investigation woman, A male, Q, 3 special education institutions, H, 7 normal educational institutions who served a total of 195 participants have been retrieved from the data analysis. Table 1: Regular Education Teachers Working in Special Education Institutions Institutions Running teachers ' Burnout levels of Gender comparisons. N Avr. SS T P Emotional Exhaustion Female , , ,665 0,008 Male 80 14, ,82613 Unaccomplishement Female 115 6,9652 8, ,505 0,614 Male 80 6,3625 7,05717 Personal Success Female , , ,004 0,317 Male 80 36, ,47477

6 İbrahim Dalbudak - Kürşat Hazar 338 Independent sample t-test in terms of the level of emotional burnout among male and female participants determined that there is a significant difference.(p<0.05)female respondents emotional exhaustion. Table 2:The comparison of burnout levels between the teachers working in special education foundations and Normal education Foundations. N Ort. SS T P Emotioanal Burnout Disabled , ,81721 Abled 95 17, ,39360 Unaccomplishment Disabled 100 7,5900 9,91183 Personal Success Abled 95 5,8000 5,73455 Disabled , ,86348 Abled 95 36, , ,109 1,553-0,769 0,91 3 0,12 2 0,44 3

7 339 Analysing Burnout Level of Teachers in Private and State İnstitution It has been found out that people did not show significant difference in the level of school burnout. (p > 0,05) Table 3:The comparison of Burnout Levels in the Sports between the teachers who works in Special Education Foundations and the Normal Education Foundations. N Ort. SS F P Fark (LSD) Emotional burnout 0-9 years 93 21, , ,403 0, years 54 16, , years and ,6667 9,35888 Total , ,11816 Depersonalization 0-9 years 93 9, , ,213 0, years 54 5,0926 5, years and ,5417 4,65836 Total 195 6,7179 8,17763 Personal Success 0-9 years 93 33, , ,596 0, years 54 35, , years and ,2917 9,33526 Total , , ,3 1-2,3 1-3 One way to test the main as a result of emotional exhaustion, depersonalization and personal accomplishment levels showed significant differences according to the duration of the sports experience. (p < 0,05) LSD test is applied to determine differences between groups and which in terms of levels of emotional exhaustion and depersonalization were the differences between all groups. Levels of emotional exhaustion and depersonalization between 0-9 years-10 years and above experience with sports participants are more likely to have it. Participants with emotional exhaustion and depersonalization who had over 20 years of sports,experience have less exhaustion than 20 years than those with lower levels of experience. As the level of emotional exhaustion and depersonalization in relation to groups decreases the duration of overall sporting experience increases. In addition to that it was concluded between the

8 İbrahim Dalbudak - Kürşat Hazar 340 participants with 0-9 years are more successful than the ones who has sports experience for over 20 years. Table 4: Correlation Analysis of Burnout levels of teachers working in regular education settings, with teachers working in special education settings and the duration of the sports experience Sports Experience Emotianally Burnout R -0,406 ** P 0,000 N 195 Unaccomplishment R -0,259 ** P 0,000 N 195 Personal Success R 0,145 * P 0,043 N 195 As shown in the correlation table with the duration of sports experience emotional exhaustion, there is a significant relationship between levels of,depersonalization and personal accomplishment. (p < 0,05) According to this; - There is a negative relationship between the duration of emotional experience and the level of burnout. The duration of sports experience increases, as the level of emotional burnout is decreasing. - There is a negative relationship between Sports in the level of depersonalization with the duration of the experience. - Depersonalization is decreasing as the level of experience increases in the duration of sports. - In Sports experience there is a positive relationship between the level of personal success as the duration of the experience increases,level of personal accomplishment increases too. Dıscussıon- Result In this study,it was aimed to examine the burnout levels and the success levels in a person in the province of Izmir, the Ministry of national education of mental, hearing, visually impaired, emotional burnout of teachers in normal schools and from the lower dimensions of burnout.there are 80 male participants and 115 female participants attendig in the total of 195 teachers. It is not seen that there is a significant difference between private and regular educational institutions of all teachers working in lower dimensions of burnout, depersonalization and personal accomplishment in levels of groups of male and female teachers

9 341 Analysing Burnout Level of Teachers in Private and State İnstitution (p>0.05); ıt is observed that there is a significant difference between the male and female teachers in the levels of burnout.the level of burnout's in woman participants is more than male participants.in the study made by Özmen (2001) with the 47 teacher participants;it was observed that womans have more burnouts than mans but there is no diffrence between them in the terms of personal success and the depersonalization.this study also supports the study that we are working on (Özmen, 2001). It has been identified that there is no difference between the teachers who works in special education foundations and the normal education foundations in the dimension of burnout levels and the depersonalization.(p>0,05). In the study made by Özmen (2001)with 47 teachers the diffrence between the teachers who works in visually handicapped student school in special education foundations and in normal school foundations there are not any differences in the dimension of burnout. This work is supported with our works (Özmen, 2001). It has been identified that all teachers working in special and regular education groups are the lower size of emotional Burnout level, according to personal success and level of unaccomplishment years differ significantly according to the duration of the sports experience. (p< 0,05). There was a diffrenece between Emotional Burnout, unaccomplishment and personal success in terms of the level.participants with the 0-9 years experience of sports has ' emotional burnout and unaccomplishment levels according to those who have the experience of over 10 years and is higher.emotional burnout and unaccomplishment levels are less than for 20 years and the ones who has experience of the participants according to those who have less experience.generally if the sport experience increases and the burnout level decreases.besides the result of the participants is higher if they had an experience about sports 0-9 years in their past. We believe that when the sports experience time increases and the burnout level decreases.so sports is a positive way of success.. There is a significant relationship between the levels of personal success teachers working in special and regular education groups sports experience with Burnout levels are lower dimension, emotional Burnout, unaccomplishment.(p < 0,05). In this study we think that, the duration of the sports experience with Burnout is a positive relationship between and with increasing impact on the duration of the experience in sport is burnout. As a conclusion, in this study it is aimed that in İzmir central the teachers who works in special and normal education foundations and their burnout levels to different dimensions such as their sport experinences,unaccomplishment,personal achievement.according to years theri sports experiences,the years he made sports,age groups and the type of school is compared.we think that the sports is a positive support fot the teachers who works in school and it is a very good way for a solution in burnout levels. The relation between the sports and the burnout level may be searched for a better generation. REFERENCES FREUDENBERGER N D.(1974). Staff Burnout, 1. of Social Issue, ss.30. HELLESØY O., GRØNHAUG K., KVİTASTEİN O.(2000). Burnout: Conceptual Issues and Empirical Findings from a New Research Setting, Scandinavian Journal of Management, 16, ss

10 İbrahim Dalbudak - Kürşat Hazar 342 KAYA A.(2010), Süleyman Demirel Üniversitesi Sağlık Bilimleri Enstitüsü Halk Sağlığı Anabilim Dalı, Isparta İlinde Engellilere Yönelik Hizmet veren Kamu ve Özel Eğitim Kurumlarında Çalışan Meslek Gruplarında Tükenmişlik Düzeyi, Yayınlanmış Yüksek Lisans Tezi, ss.28. ORUÇ S.(2007).Çukurova Üniversitesi Sosyal Bilimler Enstitüsü İlköğretim Anabilim Dalı, Özel Eğitim Alanında Çalışan Öğretmenlerin Tükenmişlik Düzeylerinin Bazı Değişkenler Açısından İncelenmesi (Adana İli Örneği), Yüksek Lisans Tezi, Adana, ss.3-5. ÖZMEN H.(2001).Gazi üniversitesi Eğitim Bilimleri Enstitüsü Özel Eğitim Anabilim Dalı, Görme Engelliler Okullarında Görev Yapan Öğretmenlerin Tükenmişlik Düzeyleri Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara, ss TATLICI M, KIRIMOĞLU H.(2008).Atletizm Antrenörlerinin Mesleki Tükenmişlik Düzeylerinin İncelenmesi, Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi Cilt 2, Sayı 1, ss.2. VIZLI C. (2005). Görme Engelliler İlköğretim Okullarında Çalışan Öğretmenlerle Normal İlköğretim Kullarında Çalışan Öğretmenlerin Tükenmişlik Düzeylerinin Karşılaştırılması, Üsküdar İlçesi Örneği, T.C. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Halk Eğitim Bilim Dalı, YayınlanmışYüksek Lisans, İstanbul, ss.16