Literaturnachweis - Detailanzeige
Autor/inn/en | Arslan, Saime; Bulut Özek, Müzeyyen; Türel, Yalin Kiliç |
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Titel | The Relation between Web 2.0 Rapid Content Development Self-Efficiency and Professional Burnout of Special Education Teachers |
Quelle | In: Malaysian Online Journal of Educational Technology, 11 (2023) 1, S.14-24 (11 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Arslan, Saime) ORCID (Bulut Özek, Müzeyyen) ORCID (Türel, Yalin Kiliç) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Web 2.0 Technologies; Self Efficacy; Teacher Burnout; Special Education Teachers; Correlation; Teacher Competencies; Teacher Characteristics; Educational Technology; Foreign Countries; Course Content; Turkey; Maslach Burnout Inventory |
Abstract | This research was carried out specifically to address the question of the relation between Web 2.0 rapid content development self-efficacy belief (W2RCDSB) level and professional burnout level of special education teachers. 90 special education teachers participated in the research. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale" and "Maslach Burnout Inventory" were used to obtain the data. Descriptive statistics, t-test, ANOVA and Pearson correlation analyzes were used in the interpretation of this research, which was designed in the correlational model. The results of the research show that special education teachers have a moderate level of W2RCDSB and they feel professional burnout at a normal level. However, the characteristics of teachers such as gender, age, graduated program and professional seniority do not make a significant difference on the dependent variables. Also it is realized that level of professional burnout decreases as the W2RCDSB level of teachers increases. (As Provided). |
Anmerkungen | University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |