Abstract
The present comparative study has investigated whether the fact that EC teachers in the U.S. and Turkey do the same job in different conditions exerts a positive and/or negative influence on their state of job satisfaction and burnout. The study was structured within correlational survey methodology. Participants were EC teachers recruited from the province of Konya in Turkey and Buffalo in New York State. When looked at job satisfaction and burnout levels of the participants in the U.S. and Turkey, results point to a significant difference in the mental burnout and internal satisfaction sub-dimensions in favor of the participants in Turkey. When job satisfaction and burnout levels were examined according to the number of years of occupational seniority, emotional burnout score averages, total burnout scores and external satisfaction score averages of the participants in Turkey were found to be higher than the participants in the U.S
Highlights
The concept of burnout first appeared in the literature in 1974 with an article written by Freudenberger. Freudenberger (1974) defined “burnout” as failure, wearing out, loss of energy and motivation or a type of exhaustion that results from the unsatisfiable needs on internal resources of an individual. Maslach & Jackson (1981) defined burnout as fatigue, physical exhaustion, feelings of hopelessness and helplessness, a syndrome with negative Paragraph: use this for the first paragraph in a section, or to continue after an extract attitudes toward life and people
The analyses first present job satisfaction and burnout levels on various domains of both constructs comparatively across both countries; based on the number of children taught per class, weekly work hours, and the years of teaching experience in early childhood education (ECE) field
This study examined job satisfaction and burnout levels among preschool teachers in the U.S and in Turkey
Summary
The concept of burnout first appeared in the literature in 1974 with an article written by Freudenberger. Freudenberger (1974) defined “burnout” as failure, wearing out, loss of energy and motivation or a type of exhaustion that results from the unsatisfiable needs on internal resources of an individual. Maslach & Jackson (1981) defined burnout as fatigue, physical exhaustion, feelings of hopelessness and helplessness, a syndrome with negative Paragraph: use this for the first paragraph in a section, or to continue after an extract attitudes toward life and people. Freudenberger (1974) defined “burnout” as failure, wearing out, loss of energy and motivation or a type of exhaustion that results from the unsatisfiable needs on internal resources of an individual. Maslach & Jackson (1981) defined burnout as fatigue, physical exhaustion, feelings of hopelessness and helplessness, a syndrome with negative Paragraph: use this for the first paragraph in a section, or to continue after an extract attitudes toward life and people. While chronic tiredness and loss of energy are the symptoms of physical burnout; feelings of helplessness, hopelessness, being trapped, and disappointment are symptoms of emotional burnout. Individual’s negative attitudes toward people and life may point to a mental burnout (Pines & Aranson, 1988). Research underscores the importance of lack of social support from principal, colleagues, and family on teachers’ burnout status (Carlson and Thompson, 1995; Greenglass, Burke & Konarski, 1998; Greenglass, Burke & Fiksenbaum, 2001)
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