Investigation of Burnout Levels of Teachers Working in Teaching Turkish to Foreigners

Abstract

The burnout levels of teachers who play an important role in education have an important value in conducting the education process well. Conducting the process of teaching Turkish to foreigners on a qualified basis is directly related to the burnout level of teachers. For this reason, the aim of this research is to determine the burnout levels of teachers working in teaching Turkish to foreigners within the scope of the Project on Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES), in line with the departments they graduated, their terms of office, their genders, the periodicals they follow for teaching Turkish to foreigners, and the education they received outside of in-service training is to determine. The sample of the research consists of 218 teachers working in PIKTES (MEB, 2018). The Maslach Burnout Scale, which was adapted into Turkish by Ergin (1992), and personal information form was used. According to the results of the research conducted with the relational scanning model, the burnout levels of female teachers are higher. Emotional burnout levels of participants who do not receive additional education services are higher. The burnout levels of teachers who graduated from Classroom Teaching and Turkish Language and Literature department/teaching are higher than Turkish teachers. The burnout levels of teachers with 1-2 years of experience are higher than those of teachers with 3-4 and 5-6 years of experience. Based on these results, various suggestions were made to provide a more qualified education-teaching environment.