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Üniversitelerin hazırlık okullarında çalışan İngilizce öğretmenlerinin duygusal emek ve tükenmişlik seviyeleri arasındaki ilişki
No full textEmotional well-being of a teacher may be threatened by several factors such as emotional labour (EL), the management of one's feelings for the sake of organizational goals, which may result in the experience of burnout. Despite the increased amount of research investigating the relation between EL and burnout in different fields of study, the concept has been underexplored within the field of English Language Teaching (ELT). For this reason, the current study sought to explore the relation between EL and burnout among the English as a foreign language (EFL) teachers working at foundation and state universities located in Istanbul. The study adopted a quantitative research design and employed T-test, Pearson correlation, one-way ANOVA, and multiple regression analyses so as to answer the formulated research questions. The data was collected from 179 EFL teachers working at the preparatory schools of two foundation and three state universities in İstanbul through the Turkish versions of the Emotional Labour Scale (Diefendorff, Croyle, & Gosserand, 2005) and the Maslach Burnout Inventory Educators Survey (Maslach, Jackson, & Schwap, 1986). The results revealed that naturally felt emotions (NFE) and emotional exhaustion were the most frequently felt dimensions of EL and burnout, respectively. EL and burnout levels of EFL teachers were found to have a statistically significant difference in terms of their institution type and years of experience. As a result of the correlational analysis, surface acting was found to be positively correlated with all the subscales of burnout, whereas NFE was negatively correlated with them. The study is expected to take the initiative of EL studies in the field of ELT in Turkey, and to contribute both to the related literature and to the improvement of the teaching environment of ELT teachers.Turkish: Öğretmenlerin duygusal sağlığını, kişinin çalıştığı kurum için duygularını yönetmesi anlamına gelen ve tükenmişliğe de yol açabilen duygusal emek gibi sebepler tehdit edebilmektedir. Farklı çalışma alanlarında tükenmişlik ve duygusal emek arasındaki ilişkiyi araştıran birçok çalışma olsa da duygusal emek konusu İngiliz Dili Öğretimi alanında yeterince araştırılmamıştır. Bu nedenle, mevcut çalışma İstanbul'daki vakıf ve devlet üniversitelerinde görev yapan İngilizce öğretmenlerinin tükenmişlik ile duygusal emek seviyeleri arasındaki ilişkiyi araştırmayı amaçlamaktadır. Çalışmada, nicel bir araştırma tasarımı benimsenmiş ve araştırma sorularını cevaplamak amacıyla T-testi, Pearson korelasyonu, tek yönlü ANOVA ve çoklu regresyon yöntemleri kullanılmıştır. Veriler ise Duygusal Emek Ölçeği'nin (Diefendorff, Croyle ve Gosserand, 2005) ve Maslach Tükenmişlik Envanteri Eğitimciler Anketi'nin (Maslach, Jackson ve Schwap, 1986) Türkçe versiyonları aracılığıyla İstanbul'daki iki vakıf ve üç devlet üniversitesinin hazırlık okullarında çalışan 179 İngilizce öğretmeninden toplanmıştır. Sonuçlar, duygusal emekte doğal duygular boyutunun tükenmişlikte ise duygusal tükenmenin en çok hissedilen duygu olduğunu ortaya koymuştur. Çalışmaya katılan İngilizce öğretmenlerinin duygusal emek ve tükenmişlik seviyelerinin hem kurum türü hem de tecrübe açısından istatistiksel olarak anlamlı farklılık gösterdiği bulunmuştur. Korelasyon analizi sonuçlarına göre ise yüzeysel rol yapma ile tükenmişliğin tüm boyutları arasında pozitif yönde bir ilişki tespit edilirken, doğal duygular boyutunun tükenmişlik boyutları ile arasındaki ilişkinin negatif yönde olduğu ortaya çıkmıştır. Çalışmanın, Türkiye'de ELT alanındaki duygusal emek çalışmalarına öncü olması ve hem literatüre hem de İngilizce öğretmenlerinin eğitim ortamlarının iyileştirilmesine katkıda bulunması beklenmektedir.The Yeditepe University Open Access System is a compilation of national and international indexed publications for the institutional archive of scientific publications prepared by Yeditepe University students (graduate, doctoral, and/or equivalent). Copyright and rights of use may belong to the authors and/or Yeditepe University.YÖK id number : 637879ACKNOWLEDGEMENTS .......................................................................................... iiTABLE OF CONTENTS ............................................................................................. iiiLIST OF TABLES ......................................................................................................... vLIST OF ABBREVIATIONS ....................................................................................... viKısa Özet ..................................................................................................................... viiAbstract ......................................................................................................................... ixCHAPTER 1 .................................................................................................................. 1INTRODUCTION ......................................................................................................... 11.1. Background of the Study .................................................................................... 11.2. Statement of the Problem .................................................................................... 51.3. The Purpose of the Study .................................................................................... 91.4. Research Questions and Hypotheses .................................................................. 91.5. Overview of Methodology ................................................................................ 101.6. Significance of the Study .................................................................................. 111.7. Limitations of the Study .................................................................................... 151.8. Definitions of the Terms ................................................................................... 15CHAPTER 2 ................................................................................................................ 18REVIEW OF LITERATURE ...................................................................................... 182.1. Theoretical Background of EL .......................................................................... 182.2. Theoretical Background of Burnout ................................................................. 222.3. The Relationship Between EL and Burnout ..................................................... 252.3.1 EL and burnout among teachers from different fields. ............................... 272.3.2. Research on the relation between EL and burnout in the field of ELT. .... 282.3.3 Research on the relation between EL and burnout in Turkey ..................... 32CHAPTER 3 ................................................................................................................ 38METHODS .................................................................................................................. 383.1. Introduction ....................................................................................................... 383.2. Participants and Setting ..................................................................................... 383.2. Data Collection Procedure ................................................................................ 433.2.1. Instruments ................................................................................................. 433.2.1.1. Emotional Labour Scale ...................................................................... 433.2.1.2 Maslach Burnout Inventory-Educators Survey .................................... 45iv3.2.2. Pilot Study .................................................................................................. 483.3. Data Analysis and Interpretation ...................................................................... 49CHAPTER 4 ................................................................................................................ 51FINDINGS ................................................................................................................... 514.1. Findings on the EL Levels of the Participants .................................................. 514.2. Findings on the Burnout Levels of the Participants .......................................... 534.3. Findings on the Burnout and EL Levels of the Participants in terms ofExperience ................................................................................................................ 554.4. The Relation between the Subscales of EL and Burnout .................................. 57CHAPTER 5 ................................................................................................................ 61DISCUSSION & CONCLUSION ............................................................................... 615.1. Summary ........................................................................................................... 615. 2. Discussion of the Key Findings ....................................................................... 625.3. Implications ....................................................................................................... 715.4. Limitations and Suggestions for Further Studies .............................................. 75REFERENCES ............................................................................................................ 77APPENDICES ............................................................................................................. 91Appendix A. Consent Form ......................................................................................... 91Appendix B. Demografik Veri ..................................................................................... 92Appendix C. Duygusal Emek Ölçeği (Emotional Labour Scale) ................................ 93Appendix D. Maslach Tükenmişlik Ölçeği Eğitimciler Anketi (MBI-ES) ................. 94Appendix E. MBI-ES Scoring Key .............................................................................. 95Appendix F. Factor Analysis of the ELS ..................................................................... 96Appendix G. “Factor Analysis of the MBI-ES” .......................................................... 97Appendix H. Author’s Consent to Use the Turkish Version of ELS ........................... 98Appendix I. Permission to Use the Adapted Version of MBI-ES ............................... 9
İngilizceyi yabancı dil olarak öğretenlerin sınıf yönetimi yaklaşımları : Demografik özelliklerin rolünün incelenmesi
No full textThe present study aims to investigate the classroom management orientations of Turkish in-service teachers of English teaching at the English preparatory programs of universities in Turkey and examine the effects of a number of demographic characteristics which are teachers' age, gender, teaching experience and educational level. The study answers (a) what classroom management orientations are according to teachers' demographic features and (b) whether EFL teachers' classroom management orientations show any significant difference depending on their demographic characteristics. To the study, 97 preparatory school English teachers attended from 7 foundation and public universities in Istanbul. Data was collected throughABCC inventory which aimed to measure teacher perception ofclassroom managementapproaches. The findings show that Turkish teachers adopted an interactionalist approach to instructional management and behavioural management. On the contrary, teachers were non-interventionist in pe. man. Age was not a significant determiner in any management dimension. Moreover, the same results were found for gender and experience level which did not show any significant difference.Turkish: Bu çalışmada Türkiye'deki üniversitelerin İngilizce hazırlık programlarında İngilizce öğretmenliği yapan kişilerin sınıf yönetimi yaklaşımlarının araştırılması ve öğretmenlerin yaşı, cinsiyeti, öğretim deneyimi ve eğitim durumu gibi bir dizi demografik özelliğin etkilerinin incelenmesi amaçlanmıştır. Bu çalışma (a) öğretmenlerin demografik özelliklerine göre sınıf yönetimi yaklaşımlarının neler olduğunu (b) EFL öğretmenlerinin sınıf yönetimi yönelimlerinin demografik özelliklerine bağlı olarak önemli bir fark gösterip göstermediğini cevaplamaktadır. Çalışmaya İstanbul'da bulunan 7 vakıf ve devlet üniversitesinden 97 hazırlık okulu İngilizce öğretmeni katılmıştır. Veriler, sınıf yönetimi yaklaşımlarının öğretmen algısını ölçmeyi amaçlayan ABCC envanteri yoluyla toplanmıştır. Bulgular Türk öğretmenlerin öğretim yönetimi ve davranışsal yönetime etkileşimci bir yaklaşım benimsediklerini göstermektedir. Ancak, öğretmenler insan yönetimi açısında müdahaleci yaklaşım gösterdikleri belirlenmiştir. Yaş, herhangi bir yönetim boyutunda anlamlı bir belirleyicilik göstermemiştir. Bununla birlikte, öğretmenlerin cinsiyet, deneyim süresi ve eğitim düzeyi de sınıf yönetiminde anlamlı bir belirleyicilik göstermediği sonucuna ulaşılmıştır.The Yeditepe University Open Access System is a compilation of national and international indexed publications for the institutional archive of scientific publications prepared by Yeditepe University students (graduate, doctoral, and/or equivalent). Copyright and rights of use may belong to the authors and/or Yeditepe University.YÖK id number : 637886PLAGIARISM ............................................................................................................ iv ABSTRACT ................................................................................................................. v ÖZET.......................................................................................................................... vii ACKNOWLEDGEMENTS ...................................................................................... viii TABLE OF CONTENT ............................................................................................... x LIST OF FIGURES ................................................................................................... xii LIST OF TABLES .................................................................................................... xiii LIST OF ABBREVIATIONS .................................................................................... xv CHAPTER 1 ................................................................................................................ 1 INTRODUCTION ....................................................................................................... 1 1.1 Background of the Study ....................................................................................... 1 1.2 The Statement of the Problem .............................................................................. 3 1.3 Purpose of the Study .............................................................................................. 5 1.4 Overview of Methodology ..................................................................................... 5 1.4.1 Participants and setting ............................................................................... 5 1.4.2 Data Collection and Analysis ...................................................................... 6 1.5 Significance of the Study ....................................................................................... 7 1.6 Limitation of the Study .......................................................................................... 9 1.7 Definitions of the Significant Terms ..................................................................... 9 1.8 Organization of the Chapters .............................................................................. 10 CHAPTER 2 .............................................................................................................. 11 LITERATURE REVIEW........................................................................................... 11 2.1 Classroom Management ...................................................................................... 11 2.1.1 Definitions ..................................................................................................... 11 2.1.2 Classroom management orientations ......................................................... 13 2.2 Studies on teachers’ classroom management orientations .............................. 18 2.2.1 The Turkish Context and the Issue of Classroom Management in Turkey ........................................................................................................................... 21 2.2.2 Research on Turkish teachers’ classroom management orientations . 24 CHAPTER 3 .............................................................................................................. 28 METHODOLOGY ..................................................................................................... 28 3.1 Context of the Study ............................................................................................ 28 3.1.1 The Participants ........................................................................................... 29 3.2 Research Design ................................................................................................... 33 xi 3.2.1 Data Collection and Analysis Procedures ................................................ 33 CHAPTER 4 .............................................................................................................. 36 FINDINGS ................................................................................................................. 36 4.1 Research Question 1: Turkish EFL teachers’ classroom management orientations ....................................................................................................................... 36 4.2 Research Question 2: Turkish EFL teachers’ classroom management orientations according to their ages ............................................................................... 37 4.3 Research Question 3: Turkish EFL teachers’ classroom management orientations according to their gender ........................................................................... 39 4.4 Research Question 4: Turkish EFL teachers’ classroom management orientations according to their teaching experience ..................................................... 41 4.5 Research Question 5: Turkish EFL teachers’ classroom management orientations according to their educational level .......................................................... 44 4.6 Research Question 6: Teachers’ classroom management orientations according to their age, gender, experience level and educational level. ...................... 46 CHAPTER 5 .............................................................................................................. 54 DISCUSSION ............................................................................................................ 54 5.1 Introduction and Conclusion ............................................................................. 54 5.2 Recommendations and Limitations ................................................................... 63 REFERENCES ........................................................................................................... 66 APPENDIX ................................................................................................................ 7
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
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koamabayili/VECTRON-author-checklist: VECTRON author checklist
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Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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