asuВестник Атырауского университета имени Халела ДосмухамедоваBulletin of the Khalel Dosmukhamedov Atyrau University2077-01972790-332XАтырауский университет имени Халела Досмухамедова10.47649/vau.2021.v63.i4.04asu-485Research ArticleПЕДАГОГИКА И ПСИХОЛОГИЯPEDAGOGY AND PSYCHOLOGYФАКТОРЫ, ВЫЗЫВАЮЩИЕ СИНДРОМ УСТАЛОСТИ УЧИТЕЛЕЙ АНГЛИЙСКОГО ЯЗЫКА В ТУРЦИИFACTORS CAUSING BURNOUT AMONG ENGLISH LANGUAGE TEACHERS IN TURKEYhttps://orcid.org/0000-0001-5091-9793CesurK.CesurK.

Kürşat Cesur - Associate Professor Dr.

Çanakkale, 17020, Turkey

Tel: +90 (505) 221 67 32.

kursatcesur@comu.edu.trУниверситет Чанаккале Онсекиз МартТурцияÇanakkale Onsekiz Mart UniversityTurkey2021160220226343340Copyright © Cesur K., 20222022Cesur K.Cesur K.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://asu.ejournal.kz/jour/article/view/485

Это исследование было направлено на изучение причин синдром усталости учителей английского языка в Турции. Для достижения этой цели использовалась качественная методология исследования.

В связи с этим были проанализированы 102 комментария учителей английского языка из Турции в ответ на публикацию в Facebook. После изучения комментариев исследователь обнаружил 7 повторяющихся тем. В порядке частоты это: “Студенты, система, преподаватель, родители, коллеги, администраторы и другие”.

Незаинтересованные ученики – одна из главных причин синдром усталости учителей. Шум в классе также истощает учителей больше всего в их классах. Еще одна важная причина синдрома усталости учителей – нежелание учеников учиться. Поэтому учителя считают, что таких учеников практически невозможно научить английскому языку. Эти результаты были подробно изучены и сопоставлены с результатами соответствующих исследований в литературе в порядке обсуждения. В связи с этим был сделан ряд важных выводов и предложений как для действующих, так и для будущих учителей английского языка.

This study aimed to explore the reasons behind English language teachers’ burnout in Turkey. To achieve this aim, qualitative research methodology was fallowed. In this respect, 102 comments from English teachers in Turkey in response to a post on Facebook were analyzed. After an investigation of the comments, 7 recurring themes were found by the researcher. In the order of frequency, these are: “Students, system, being a teacher, parents, colleagues, administrators and others”. Uninterested and disrespectful students are among the top reasons of teachers’ burnout. Noise in the classroom also drains teachers’ energy most in their classrooms. Another important reason for teacher burnout is that students are unwilling. Therefore, teachers believe that it is nearly impossible to teach English to such kind of students. These results were examined in detail and compared to the results of relevant studies in literature in the discussion part. In this respect, several important implications and suggestions were presented for both in-service and future teachers of English.

синдором усталостиучителя английского языкакачественный анализсистема образования в ТурцииburnoutEnglish teachersqualitative analysiseducation system in Turkey.References1 Freudenberger, H.J. (1974).Staff Burnout. Journal of Social Issues, 1, 159-164.1 Freudenberger, H.J. (1974).Staff Burnout. Journal of Social Issues, 1, 159-164.2 Maslach, C. (1976). Burned-out. Human Behavior, 5(9), 16-22.2 Maslach, C. (1976). Burned-out. Human Behavior, 5(9), 16-22.3 Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2 (2), 99-113.3 Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2 (2), 99-113.4 Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career development international, 14(3), 204-220.4 Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career development international, 14(3), 204-220.5 Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational review, 53(1), 27-35.5 Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational review, 53(1), 27-35.6 Goddard, R., & Goddard, M. (2006). Beginning teacher burnout in Queensland schools: Associations with serious intentions to leave. The Australian Educational Researcher, 33(2), 61-75.6 Goddard, R., & Goddard, M. (2006). Beginning teacher burnout in Queensland schools: Associations with serious intentions to leave. The Australian Educational Researcher, 33(2), 61-75.7 Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48(2), 159-167.7 Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48(2), 159-167.8 Byrne, B. M. (1991). Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teaching and Teacher Education, 7(2), 197-209.8 Byrne, B. M. (1991). Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teaching and Teacher Education, 7(2), 197-209.9 Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. (2005). Personality and contextual variables in teacher burnout. Personality and Individual differences, 38(4),929-940.9 Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. (2005). Personality and contextual variables in teacher burnout. Personality and Individual differences, 38(4),929-940.10 Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational psychology, 99(3), 611.10 Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational psychology, 99(3), 611.11 Sadeghi, K., & Khezrlou, S. (2014). Burnout among English Language Teachers in Iran: DoSocio-demographic Characteristics Matter? Procedia-Social and Behavioral Sciences, 98, 1590-1598.11 Sadeghi, K., & Khezrlou, S. (2014). Burnout among English Language Teachers in Iran: DoSocio-demographic Characteristics Matter? Procedia-Social and Behavioral Sciences, 98, 1590-1598.12 Toker, B. (2011). Burnout among university academicians: An empirical study on the universities of Turkey. Doğuş Üniversitesi Dergisi, 12(1), 114-127.12 Toker, B. (2011). Burnout among university academicians: An empirical study on the universities of Turkey. Doğuş Üniversitesi Dergisi, 12(1), 114-127.13 Inandi, Y. (2009). The barriers to career advancement of female teachers in Turkey and theirlevels of burnout. Social Behavior and Personality: an international journal, 37(8),1143-1152.13 Inandi, Y. (2009). The barriers to career advancement of female teachers in Turkey and theirlevels of burnout. Social Behavior and Personality: an international journal, 37(8),1143-1152.14 Sari, H. (2004). An analysis of burnout and job satisfaction among Turkish special school head teachers and teachers, and the factors effecting their burnout and job satisfaction. Educational Studies, 30 (3), 291-306.14 Sari, H. (2004). An analysis of burnout and job satisfaction among Turkish special school head teachers and teachers, and the factors effecting their burnout and job satisfaction. Educational Studies, 30 (3), 291-306.15 Capri, B., & Guler, M. (2018). Evaluation of Burnout Levels in Teachers regarding Socio Demographic Variables, Job Satisfaction and General Self-Efficacy. Eurasian Journalof Educational Research (EJER), 74.15 Capri, B., & Guler, M. (2018). Evaluation of Burnout Levels in Teachers regarding Socio Demographic Variables, Job Satisfaction and General Self-Efficacy. Eurasian Journalof Educational Research (EJER), 74.16 Cephe, P. T. (2010). A study of the factors leading English teachers to burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38 (38).16 Cephe, P. T. (2010). A study of the factors leading English teachers to burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38 (38).17 Han, T., &Mahzoun, Z. (2017). What demotivates foreign EFL teachers? A case study inTurkish context. The Qualitative Report, 22(4), 1001-1014.17 Han, T., &Mahzoun, Z. (2017). What demotivates foreign EFL teachers? A case study inTurkish context. The Qualitative Report, 22(4), 1001-1014.18 Meyer, D. Z., & Avery, L. M. (2009). Excel as a qualitative data analysis tool. Field Methods, 21(1), 91-112.18 Meyer, D. Z., & Avery, L. M. (2009). Excel as a qualitative data analysis tool. Field Methods, 21(1), 91-112.

The authors declare that there are no conflicts of interest present.