The Burnout Levels of EFL Teachers at Primary Schools, and Their Coping Strategies

Autor/inn/en	Erdag, Gülsen; Tavil, Zekiye Müge
Titel	The Burnout Levels of EFL Teachers at Primary Schools, and Their Coping Strategies
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 2, S.1063-1073 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Teacher Burnout; Language Teachers; English (Second Language); Elementary School Teachers; Coping; Stress Management; Prevention; Correlation; Problem Solving; Relaxation Training; Family Work Relationship; Emotional Response; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Grundschule; Volksschule; Lehrende; Bewältigung; Stressmanagement; Stressbewältigung; Prävention; Vorbeugung; Korrelation; Problemlösen; Entspannungstraining; Emotionales Verhalten; Ausland; Türkei
Abstract	This study aimed to investigate the burnout levels of teachers of English as a foreign language (EFL) at primary schools in Turkey, and how they cope with burnout. It was also aimed to examine if there was a relationship between the teachers' burnout levels and their adopted coping strategies. The participants of the study comprised 108 EFL teachers working in primary schools in Tekirdag province during 2018-2019 school year. They were selected using convenience sampling method and on voluntary basis. The data were collected via "The Teacher Burnout Scale" (Richmond et al., 2001) and a coping strategies multiple response questionnaire adapted by the researchers (Kyriacou, 2001; Küçükoglu, 2013). For the piloting purpose, the questionnaire was administered to 29 EFL teachers. After the piloting, it was found that Cronbach's alpha of the questionnaire was 0.789. Then, the main study period was conducted with the participant teachers. The data were analysed using descriptive statistics. The findings revealed that the burnout levels of the participant EFL teachers was quite low. Furthermore, the results indicated that the teachers with severe burnout levels benefited less from both palliative/emotion-focused strategies and direct action/problem-focused coping strategies than the teachers with substantial, some and low burnout levels, respectively. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01