Türkiye'de COVID-19 Pandemisi Sırasında Yabancı Dil Olarak İngilizce Eğitmenlerinin Mesleki İyi Oluşu: Tükenmişlik ve İşe Bağlılık Üzerine Bir Araştırma
Abstract
COVID-19 pandemisi ve sonrasında yaşanan online eğitim deneyimleri, eğitmenlerin iş yaşamlarında ve çalışma koşullarında önemli değişikliklere neden olmuş ve ekstra stres faktörlerini beraberinde getirmiştir. Bu karma yöntemli çalışma, İş Talepleri-Kaynaklar (JD-R) Teorisine dayalı olarak, Türkiye'de pandemi sırasında öğretim faaliyetlerine çevrimiçi öğretim yoluyla devam etmeye çalışan İngilizce eğitmenlerinin iyi oluşunu incelemektedir. Nicel veriler 69 İngilizce eğitmeninden bir envanter aracılığıyla toplanmıştır. 12 öğretim görevlisi ile yarı yapılandırılmış görüşmeler yapılmıştır. Sonuçlar, çalışma örnekleminde ortalama bir tükenmişlik ve iş bağlılığı düzeyini ortaya koymaktadır. Belirsizlik ve teknolojinin sınırlılıkları, pandemi sırasında çevrimiçi öğretimde eğitimcilerin karşılaştığı iki yeni iş talebi olarak ortaya çıkmaktadır. Bulgular ayrıca JD-R'ye dördüncü bir boyut ekleme olasılığına dair kanıt sağlamaktadır: kişisel zorluklar. Kişisel kaynaklar olarak e-öğretime hazır olma ve etkileşime açıklık ve iş kaynağı olarak güvenlik, çevrimiçi öğretim moduna özgü üç yeni kaynak olarak ortaya çıkmıştır. Daha önceki araştırmalarda genel olarak zayıf iyi oluşun nedeni olarak bulunan öğrenciyle ilgili faktörlerin, çevrimiçi eğitimde eğitmenler arasında daha yüksek iyilik halini destekleyen kaynaklar olduğu bulunmuştur. Çalışma, okul yöneticileri ve öğretmen eğitimcileri için önemli çıkarımlar ortaya koymaktadır.
References
- Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309–328. https://doi.org/10.1108/02683940710733115
- Bakker, A. B., & Demerouti, E. (2014).Job demands–resources theory. In P. Y. Chen & C. L. Cooper (Eds.), Wellbeing: A complete reference guide, volume III, work and wellbeing (pp. 37–64). Chichester: Wiley.
- Bakker, A. B., & Demerouti, E. (2016). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22. https://doi.org/10.1037/ocp0000056
- Bakker, A. B., Demerouti, E., de Boer, E., & Schaufeli, W. B. (2003). Job demands and job resources as predictors of absence duration and frequency. Journal of Vocational Behavior, 62, 341–356. https://doi.org/10.1016/S0001-8791(02)00030-1
- Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284. https://doi.org/10.1037/0022-0663.99.2.274
- Bakker, A. B., & SanzVergel, A. (2013). Weekly work engagement and flourishing: The role of hindrance and challenge job demands. Journal of Vocational Behavior, 83, 397–409.https://doi.org/10.1016/j.jvb.2013.06.008
- Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
- Bermejo-Toro, L., Prieto-Ursúa, M., & Hernández, V. (2016). Towards a model of teacher wellbeing: Personal and job resources involved in teacher burnout and engagement. Educational Psychology, 36(3), 481–501. https://doi.org/10.1080/01443410.2015.1005006
EFL Instructors’ Occupational Wellbeing during the COVID-19 Pandemic in Turkey: A Study of Burnout and Work Engagement
Abstract
The COVID-19 pandemic and the following online education experiences have caused significant changes in educators’ work lives and working conditions and brought extra stress factors. This mixed-methods study examined the well-being of English instructors trying to continue their teaching activities through online teaching during the pandemic in Turkey, based on the Job Demands-Resources (JD-R) Theory. Quantitative data were collected from 69 English instructors through an inventory. Semi-structured interviews were conducted with 12 instructors. The results reveal an average level of burnout and work engagement in the study sample. Uncertainty and the limitations of technology are emerging as two new job demands faced by instructors in online teaching during the pandemic. The findings also provide evidence for the possibility of adding a fourth dimension to the JD-R: personal demands. E-teaching readiness and openness to interaction as personal resources and security as a job resource have emerged as three new resources specific to the online teaching mode. Student-related factors, which were found to be causes of poor well-being in general in previous studies, have been found to be sources that promote higher well-being among instructors in online education. The study reveals important implications for school administrators and teacher educators.
References
- Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309–328. https://doi.org/10.1108/02683940710733115
- Bakker, A. B., & Demerouti, E. (2014).Job demands–resources theory. In P. Y. Chen & C. L. Cooper (Eds.), Wellbeing: A complete reference guide, volume III, work and wellbeing (pp. 37–64). Chichester: Wiley.
- Bakker, A. B., & Demerouti, E. (2016). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22. https://doi.org/10.1037/ocp0000056
- Bakker, A. B., Demerouti, E., de Boer, E., & Schaufeli, W. B. (2003). Job demands and job resources as predictors of absence duration and frequency. Journal of Vocational Behavior, 62, 341–356. https://doi.org/10.1016/S0001-8791(02)00030-1
- Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284. https://doi.org/10.1037/0022-0663.99.2.274
- Bakker, A. B., & SanzVergel, A. (2013). Weekly work engagement and flourishing: The role of hindrance and challenge job demands. Journal of Vocational Behavior, 83, 397–409.https://doi.org/10.1016/j.jvb.2013.06.008
- Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
- Bermejo-Toro, L., Prieto-Ursúa, M., & Hernández, V. (2016). Towards a model of teacher wellbeing: Personal and job resources involved in teacher burnout and engagement. Educational Psychology, 36(3), 481–501. https://doi.org/10.1080/01443410.2015.1005006
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | October 25, 2023 |
| Publication Date | December 28, 2023 |
| Submission Date | April 13, 2023 |
| Published in Issue | Year 2023 Volume: 14 Issue: Special Issue 3 - SPECIAL ISSUE OF LITERATURE, EDUCATION OF TURKISH AND FOREIGN LANGUAGES |
