Öz Yeterlilik Algıları ve Akademisyen Tükenmişliği: İlişkiler Üzerine Bir Araştırma

Abstract

The profession of "teacher" was first defined with the "Muallimlikte Mesleki İhtisas Tesisine Dair Talimat", in 1900, and the authorities, responsibilities, and rights of teachers were determined with this legislation. Teaching is a stressful profession, which affects the learning/teaching process, especially for the academic staff at state universities. The current study was designed to investigate the relationship between perceived self-efficacy beliefs and burnout of EFL instructors. In this research, with a mixed design, first, a teacher self-efficacy scale was applied to examine the perceived self-efficacy beliefs of the instructors. The instructors', who are among the main academic staff at the universities, burnout levels were measured using a burnout scale. Also, semi-structured face-to-face interviews were conducted to support the data from the questionnaires. As a result, it is understood that the instructors feel sufficient in student participation skills, teaching strategies, and classroom management skills. On the other hand, burnout analysis revealed that most instructors experienced moderate burnout, which may mean they sometimes feel entirely burnt out, which is not a continuous process. However, regarding the relationship between self-efficacy and burnout, it is understood that no relationship between situational and seasonal - moderate - burnout and high perceived self-efficacy levels has been observed.