Lise Düzeyindeki Özel Okullarda ve Devlette Çalışan Öğretmenlerin Tükenmişlik Düzeyleri ve Yaşam Doyumunun Bu Okullardaki Öğrencilerin Başarılarına Etkisi
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The purpose of this study was to determine the impact of level of burnout and life satisfaction among public and private high school teachers in student success. The sample of the research has generated the working teachers and the students in public and private schools in İstanbul and there has been provided 375 existingly active teachers voluntarily. For obtaining the data of this research and characteristics of socio-demographic level, personal information forms have been given to the volunteers. In this study, Maslach burnout inventory for specifying the level of burnout and Dinear saturation scale for specifying the level of life satisfaction, ÖSYM’s national test results and MEB’s national test results according to schools for the success of students have been involved. The data examined with crosswise analysis to observe relationships between research groups and analysis data obtained from survey were worked by Spss version 21. The next step of evaluation was to compare of outputs of public and private schools according to demographic and socio-background characteristics gained from personal information forms. This comparing was analyzed separately as to subheadings of burnout inventory. In parallel with, life satisfaction outputs were beheld as to demographic situations of volunteers. As a result, correlation between these analysis and impact on students’ success was investigated in respect to type of school, distribution of teachers, number of students and the data of MEB. In this research, there is an observation which includes when the burnout level of public and private school teachers increases, the ratio of life satisfaction decreases. Correspondingly, the burnout level of private school teachers is higher than the public school teachers’ and life satisfaction level of private school teachers is less than the level of public school ones. In the same manner, the outputs indicate that burnout level does not only depend on school type but also negativities of working conditions and tiring activities in school. For the life satisfaction level, these implications can be repeated. Determinations of the study are that average of burnout level of public and private school teachers is 60.77 %, average of sub-dimension of emotional exhaustion is 21.03 %, average of sub-dimension of depersonalization is 9.37% and average of sub-dimension of self-achievement is 30.36%. Concurrently, average of life satisfaction has appeared as 15.57%. Socio-demographic situations, level of stress in work, physical conditions of school, school type, student-teacher ratio, management mentality of school, personal rights, parents’ awareness etc. affect the burnout level and life-satisfaction level. In the lights of the results obtained, suggestions and applications have been submitted for the reducing of burnout level and raising of the life satisfaction level of teachers and, parallel with that, enhancing level of achievement of students.
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