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A Comparison of the Burnout Levels of Teachers with Different Occupational Satisfaction Sources

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A Comparison of the Burnout Levels of Teachers with Different Occupational Satisfaction Sources Educational Sciences: Theory & Practice • 14(4) • 1253-1261 ©2014 Educational Consultancy and Research Center www.edam.com.tr/estp DOI: 10.12738/estp.2014.4.1994 A Comparison of the Burnout Levels of Teachers with Different Occupational Satisfaction Sources Sırrı AKBABAa Uludag University Abstract The aim of this research is to investigate whether professional satiety sources predict burnout in teachers. Pro- fessional values, including satisfaction and dissatisfaction with the teaching profession, are investigated using the Professional Satiety Inventory. Of 698 teachers, 478 primary school teachers were chosen randomly as the research group. Using the “Professional Satiety Inventory,” the teachers were initially divided into ten groups according to their “occupational satisfaction sources.” In addition, the “Maslach Burnout Inventory,” was used to examine which professional satiety sources predicted emotional exhaustion, personal accomplishment, and depersonalization. Based on results of this study, the occupational values for the teaching profession in Turkey were defined as being satisfactory or unsatisfactory. Keywords Depersonalization, Emotional Exhaustion, Personal Accomplishment, Professional Satiety Sources. Burnout has been defined as feelings of exhaustion, of personal professional dissatisfaction and fatigue. long-lasting fatigue, despair and hopelessness, However, the difficulty in expressing these feelings negative self-concept and a syndrome with physical, and the absence of specific expectations cause them emotional and mental dimensions, including negative to frequently disregard this state of being. However, attitudes toward a job, life and other individuals, which the cost of disregarding burnout is the loss of desire can be measured across three dimensions: emotional for their job (Dolan, 1987). Work satisfaction is a exhaustion, low feelings of personal accomplishment feeling gained from professional work which give and depersonalization. Emotional exhaustion includes a feeling of satisfaction similar to that gained from feeling tired and excessively weary from emotion. A gaining a prize (Yıldız, 2012). feeling of low personal accomplishment is defined as The most evident form of lack of desire for a job is a person’s negative self-assessment and the absence when the worker states that they are dissatisfied with of personal accomplishment. Depersonalization can their work. In a study investigating assistant family be seen in a person’s behavior toward others who physician burnout levels and their relationships have provided them with care or service without with socio-demographic and educational variables considering the individual as a unique individual and (Yaman & Ungan, 2002), it was observed that the in a manner that is deprived of emotion (Maslach & development of burnout affects an individual’s Jackson, 1981). attitude toward their job. Therefore, there is a An individual feeling burnout generally becomes significant relationship between an individual’s aware that they are coping with a complex sensation burnout level and their professional dissatisfaction. a Sırrı AKBABA, Ph.D., is currently a professor of Guidance and Psychological Counseling. His research in- terests include cultural psychology, cyber bullying, moral development, prosocial behavior, scale develop- ment, and vocational guidance, with a particular focus on the cultural influences on teachers which leads to occupational burnout. Correspondence: Uludag University, Education Faculty, Department of Educational Sciences, Bursa, Turkey. Email: [email protected] EDUCATIONAL SCIENCES: THEORY & PRACTICE Not only might professional dissatisfaction be Individuals who choose a particular profession with the reason for burnout, but the increase in the the hope of obtaining satisfaction might not achieve level of burnout might also affect an individual’s final satisfaction . In addition to the differences in attitude toward work and, hence, their profession. the satisfaction possibilities that a profession can In both cases, both the individual’s work and their provide, differences also appear according to the profession are harmed. expectations of those in the profession (Savaş, 1984). Burnout develops when an individual does not believe and refuses to acknowledge that there is The results of previous studies conducted on something wrong. This state is known as energy teachers have indicated that there is minimal exhaustion, in which the person feels continuous relationship between burnout and some hopelessness and negativity. Burnout could be seen demographic variables. In a study conducted by as professional autism (Storlie, 1979), which occurs Tümkaya (1996), more burn out was observed in as a result of a progressive loss of idealism, energy, male teachers compared to female teachers, high and purpose. For teachers, burnout can result from school teachers compared to elementary school issues such as insecurity in the profession, health teachers and vice principals compared to other problems, bureaucratic obstacles and conditions teacher groups. In a study conducted on nurses, related to the working environment, teaching Çam (1989) observed significant relationships students who lack motivation, time pressure and between emotional burnout and having children, workload, coping with change, fear of negative time spent working, and obtaining support from evaluation, dealing with colleagues, role conflict senior workers. In a study investigating the burnout and ambiguity, and poor working conditions levels of nurses, Özer, Ekinci, Bağ, and Kırpınar (Yazıcı, 2009). (1997) observed that job-related characteristics, such as age, division of labor, number of patients, When psychological burnout increases, there is satisfaction from the profession, suitability for the a decrease in job satisfaction and eventually, an profession, relationships with colleagues, support abandonment of the teaching profession (Burke from colleagues and patients and the working & Greenglass, 1989). However, teacher burnout environment, were important when considering levels are not the same for every teacher, as each burnout . However, individual characteristics, such teacher may have different reasons for their as marital status and the number of children, did burnout. For example, for some teachers, the poor not affect burnout. working environment might not be important. In this case, the poor workings condition would not The significant relationship between stress and disturb these teachers or significantly affect their dissatisfaction and psychological and physical burnout levels. However, a teacher who is not burnout, has attracted attention. However, the bothered about poor working conditions might following reasons have been found to be the most feel uncomfortable about another variable. For important in generating burnout: (a) Concern for example, they might feel uncomfortable about their a promotion, (b) Difficulty in achieving in-class professional incompetence, and their burnout level discipline, (c) Isolation from colleagues and peers, might increase. The variables related to teacher (d) Insufficient support for professional problems burnout levels result from both the teaching and (e) Insufficient support for personal problems profession and a teacher’s personality. Namely, (Hock, 1988). In their study on teacher burnout if a teacher is incompetent, their burnout level and coping behaviors, Seidman and Zager (1991) increases during their career; if this individual could investigated burnout in teachers and appropriate competently perform, their burnout level would and inappropriate coping behaviors. The authors not increase. However, a teacher’s burnout might determined that teachers with a high level of result from both an absent quality (competence) burnout had developed more inappropriate coping and a quality that their profession does not fulfill. behaviors (smoking, drinking, overeating or not Randall and Scott (1981) obtained results regarding eating, an absence of sleep, etc.). There are important job dissatisfaction that were generated from the relationships between an individual’s dissatisfaction negative aspects of a job; however, burnout was with their job and psychological disorders. At the found to be related to both the negative aspects of same time, they exhibit inappropriate coping a job and a person’s perspective and values (as cited behaviors toward these psychological disorders. in Örmen, 1993). These individual differences have Therefore, instead of therapeutic interventions been observed in the how people seek satisfaction. conducted as a result of burnout or another disorder, 1254 AKBABA / A Comparison of the Burnout Levels of Teachers with Different Occupational Satisfaction Sources it is necessary to consider pre-disorder precautions, required 95% sample size reliability, the formula or preventive medicine. Most importantly, it recommended by Özdamar (1999) was used. The is necessary to know the values within a given age range in the sample was from 37 to 53with the profession for specific tasks that individuals must mean age being 45±3.21. The teachers’ genders successfully perform. Individuals, when choosing a were not considered in the study. profession should consider whether they are able to satisfy the values of this chosen profession, so they can make conscious decisions to obtain satisfaction Data Collection Tools and happiness. Two tools were used in this study: the Professional Whether teachers love their profession
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