PROFESSIONAL SATISFACTION AND PROFESSIONAL BURNOUT AS PREDICTORS OF TEACHERS' SCHOOL HAPPINESS

Abstract

Education has a very important place in the development of a society. Teachers are one of the indispensable building blocks of education. Considering their place in the education system, it is important to investigate the characteristics of teachers. The aim of this study was to investigate the predictive levels of teachers' professional satisfaction and professional burnout on school happiness. Accordingly, a total of 219 teachers working in various public secondary school participated in the study. The ages of the teachers ranged between 25 and 55; 126 of them were female and 93 of them were male. Teachers' School Happiness Scale, Professional Satisfaction Scale, and Burnout Scale were used as data collection tools. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. According to the results of the analysis, it was concluded that professional satisfaction and professional burnout were effective on teachers' school happiness.

Keywords: School happiness, professional satisfaction, professional burnout, education.

REFERENCES

Aelterman, A., Engels, N., Van Petegem, K., & Verhaeghe, J. P. (2007). The wellbeing of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285-298. https://doi.org/10.1080/03055690701423085

Akgündüz, Y. (2013). Analysis of relationship between job satisfaction, life satisfaction, and self-efficacy in hospitality business. Journal of Social Sciences, 11(1), 180-204.

Aktaş, A. M. (2001). Bir kamu kuruluşunun üst düzey yöneticilerinin iş stresi ve kişilik özellikleri [Stress level and characteristics of top level managers of the government sector]. Ankara Üniversitesi SBF Dergisi, 56(4), 25-42. https://doi.org/10.1501/SBFder_0000001872

Ardıç, K., & Baş, T. (2001, May 24-26). Kamu ve vakıf üniversitelerindeki akademik personelin iş tatmin düzeylerinin karşılaştırılması [in Turkish]. 9. Ulusal Yönetim ve Organizasyon Kongresi, İstanbul, Türkiye, 479-484.

Argon, T. (2015). Öğretmenlerin sahip oldukları duygu durumlarını okul yöneticilerinin dikkate alıp almamalarına ilişkin görüşleri [Views of teachers regarding whether school administrators take teachers’ state of emotions into consideration or not]. Abant İzzet Baysal University Faculty of Education Journal, 15(1), 377-404.

Arslan, Y. (2018). Öğretmenlerin farklılıkların yönetimi yaklaşımlarına ilişkin algıları ile örgütsel mutluluk algıları arasındaki ilişki [The relationship between teacher perceptions of diversity management perspectives and organizational happiness] [Unpublished doctoral thesis]. Kocaeli University.

Avent, C. (1975). Happiness is job satisfaction. Education + Training, 17(4), 104-106. https://doi.org/10.1108/eb016362

Avşaroğlu, S., Deniz, M. E., & Kahraman, A. (2005). Teknik öğretmenlerde yaşam doyumu iş doyumu ve mesleki tükenmişlik düzeylerinin incelenmesi [in Turkish]. The Journal of Selcuk University Social Sciences Institute, (14), 115-129.

Baysal, A. (1995). Lise ve dengi okul öğretmenlerinde meslekte tükenmişliğe etki eden faktörler [in Turkish]. (Unpublished doctoral thesis). Dokuz Eylül University.

Benevene, P., Ittan, M. M., & Cortini, M. (2018). Self-esteem and happiness as predictors of school teachers’ health: the mediating role of job satisfaction. Frontiers in Psychology, 9, 933. https://doi.org/10.3389/fpsyg.2018.00933

Bullough, R. V. (2011). Hope, happiness, teaching, and learning. In C. Day and J. Chi-Kin Lee (Eds.) New understandings of teacher's work: Emotions and educational change (p.15-30). Springer

Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39(5), 1757-1766. https://doi.org/10.1007/s12144-018-9878-7

Chan, D. W. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809-823. https://doi.org/10.1080/01443410.2011.608525

Cunningham, W. G. (1983). Teacher burnout—solutions for the 1980s: A review of the literature. The Urban Review, 15(1), 37-51. https://doi.org/10.1007/BF01112341

Cheavens, J., Gum, A., & Synder, C. R. (2000). The hope scale. In J. Maltby, C. A. Lewis and A. Hill (Eds.) A handbook of psychological tests (p.240-245).

Çapri, B. (2013). The Turkish adaptation of the burnout measure-short version (BMS) and couple burnout measure-short version (CBMS) and the relationship between career and couple burnout based on psychoanalytic existential perspective. Educational Sciences: Theory & Practice, 13(3), 1393-1418. https://doi.org/10.12738/estp.2013.3.1576

Demir, R., & Murat, M. (2017). Investigating teacher candidates’ happiness, optimism, meaning in life and life satisfaction. OPUS International Journal of Society Researches, 7(13), 347-378. https://doi.org/10.26466/opus.347656

De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo‐Malmivaara, L., & Chiacchio, C. D. (2017). Burnout in special needs teachers at kindergarten and primary school: Investigating the role of personal resources and work wellbeing. Psychology in The Schools, 54(5), 472-486. https://doi.org/10.1002/pits.22013

Dolunay, A. B. (2002). Keçiören ilçesi" genel liseler ve teknik-ticaret-meslek liselerinde görevli öğretmenlerde tükenmişlik durumu" araştırması [in Turkish]. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 55(1), 51-62. https://doi.org/10.1501/Tipfak_0000000697

Dorsan, H. (2007). Akademik personelin iş doyum düzeylerinin incelenmesi(Kıbrıs-Yakın Doğu Üniversitesi örneği) [An analysis of the level of the job satisfaction of the academic stuff working at Near East University]. (Unpublished master's thesis). Gaziantep University.

Döş, İ. (2013). Happy school. Education and Science, 38(170), 266-280.

Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143. https://doi.org/10.1080/0305569032000159787

Evans, L. (2002). What is teacher development? Oxford Review of Education, 28(1), 123-137. https://doi.org/10.1080/03054980120113670

Fidan, M. (2020). Mutlu okulun bileşenleri [The components of happy school]. Journal of Research in Education and Society, 7(1), 107-123.

Freudenberger, N. D. (1974). Staff burnout. Journal of Social Issues, 30, 159-165.

Gül. H., Maksüdünov. A., Yamaltdinova. A., & Abdildaev. M. (2019). Öğrencilerin demografik özelliklerinin kariyer uyumluluğu ve iyimserliği ile ilişkisi: Kırgızistan örneği [The relationship of students’demographic characteristics with career adaptability and optimism: A case of Kyrgyzstan]. Karamanoglu Mehmetbey University Journal of Social and Economic Research, 21(36), 34-46.

Hamama, L., Ronen, T., Shachar, K., & Rosenbaum, M. (2013). Links between stress, positive and negative affect, and life satisfaction among teachers in special education schools. Journal of Happiness Studies, 14(3), 731-751. https://doi.org/10.1007/s10902-012-9352-4

Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of Education, 2, 1051-1078.

Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009

Işıkhan, V. (1996). Sosyal hizmet örgütlerinin işlevsellik ölçütü: İş doyumu [in Turkish]. Journal of Productivity, 25(1), 117-130.

Izgar, H. (2001). Okul yöneticilerinde tükenmişlik [in Turkish]. Ankara: Nobel Publishing.

Jackson, D., Firtko, A., & Edenborough, M. (2007). Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review. Journal of Advanced Nursing, 60(1), 1-9. https://doi.org/10.1111/j.1365-2648.2007.04412.x

Karakuzu, S. (2013). Denizli il merkezinde bulunan ilkokullarda görev yapan sınıf öğretmenleri ve ortaokullarda görev yapan branş öğretmenlerinin iş doyumunun incelenmesi [A research on the satisfaction level of the primary teachers who teaches in primary schools and the branch teachers who work in secondary schools in the city center of Denizli]. [Unpublished doctoral thesis]. Gazi University.

Koustelios, A., & Tsigilis, N. (2005). The relationship between burnout and job satisfaction among physical education teachers: a multivariate approach. European Physical Education Review, 11(2), 189-203. https://doi.org/10.1177/1356336X05052896

Kuzgun, Y., & Bacanlı, F. (2012). Rehberlik ve psikolojik danışmada kullanılan ölçekler [in Turkish]. Ankara: Nobel Publishing.

Kuzgun, Y., Sevim, S. A., & Hamamcı Z. (1999). Mesleki doyum ölçeğinin geliştirilmesi [in Turkish]. Turkish Psychological Counseling and Guidance Journal, 2(11), 14-18.

Kyte, D. (2016). Toward a sustainable sense of self in teaching and teacher education: Sustainable happiness and well-being through mindfulness. McGill Journal of Education, 51(3), 1143-1162. https://doi.org/10.7202/1039632ar

Maslach, C., & Jackson, S.  E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.

Masten, A. S., & Reed, M. G. J. (2002). Resilience in development. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 117-131). New York: Oxford University Press.

Mearns, J., & J. E. Cain. (2003). Relationships between teachers’ occupational stress and their burnout and distress: roles of coping and negative mood regulation expectancies. Anxiety, Stress & Coping: An International Journal, 16(1), 71–82. https://doi.org/10.1080/1061580021000057040  

Ndlovu, V., & Ferreira, N. (2019). Students’ psychological hardiness in relation to career adaptability. Journal of Psychology in Africa, 29(6), 598-604. https://doi.org/10.1080/14330237.2019.1689468

Nokelainen, M. (2016). The elements of happy organizational culture. [Unpublished doctorate thesis]. University of Applied Sciences Business Administrations.

Pines, A. M., & Aronson, E. (1988). Career burnout: Causes and cures. New York: Free Press.

Ritter, J. K. (2007). Forging a pedagogy of teacher education: The challenges of moving from classroom teacher to teacher educator. Studying Teacher Education, 3(1), 5-22. https://doi.org/10.1080/17425960701279776

Rizkie, M., & Suriansyah, A. (2022). The effect of transformational leadership of school principles, quality culture and job satisfaction on teacher performance. International Journal of Social Science And Human Research, 5(6), 2345-2353. https://doi.org/10.47191/ijsshr/v5-i6-59

Sargent, T., & Hannum, E. (2005). Keeping teachers happy: Job satisfaction among primary school teachers in rural northwest China. Comparative Education Review, 49(2), 173-204. https://doi.org/10.1086/428100

Sezer, S., & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 19(79), 167- 190.

Sezgi̇n, F. (2012). İlköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin incelenmesi [Investigating the psychological hardiness levels of primary school teachers]. Kastamonu Education Journal, 20(2), 489-502.

Shi, L., Zhang, J., Xiao, S., Lin, H., Zhao, C., Zhao, S., Ou, W., Li, H., & Zhang, C. (2022). Impact of occupational exposure on job satisfaction and overall happiness among Chinese physicians and nurses: A cross‐sectional study. Journal of Nursing Management, 30(6), 2062-2073. https://doi.org/10.1111/jonm.13663

Sudibjo, N., & Manihuruk, A. M. (2022). How do happiness at work and perceived organizational support affect teachers’ mental health through job satisfaction during the COVID-19 pandemic? Psychology Research and Behavior Management, 15, 939-951. https://doi.org/10.2147/PRBM.S361881

Şeker, B. D., & Zırhlıoğlu, G. (2009). Van Emniyet Müdürlüğü kadrosunda çalışan polislerin tükenmişlik, iş doyumu ve yaşam dokumları arasındaki ilişkilerin değerlendirilmesi [in Turkish]. Journal of Police Sciences, 11(4), 1-26.

O'Connor, B. P., & Vallerand, R. J. (1998). Psychological adjustment variables as predictors of mortality among nursing home residents. Psychology and Aging, 13(3), 368–374. https://doi.org/10.1037/0882-7974.13.3.368

Vural, B. (2004). Yetkin-ideal-vizyoner öğretmen [Competent-ideal-visionary teacher]. İstanbul: Hayat Yayınları.

Yıldırım, K. (2014). Main factors of teachers’ professional well-being. Educational Research and Reviews, 9(6), 153-163. https://doi.org/10.5897/ERR2013.1691

Yiğit, R., Dilmaç, B., & Deniz, M. E. (2011). Job and life satisfaction: A survey of Konya police department. Turkish Journal of Police Studies, 13(3), 1-18.

Zhang, W., He, E., Mao, Y., Pang, S., & Tian, J. (2023). How teacher social-emotional competence affects job burnout: the chain mediation role of teacher-student relationship and well-being. Sustainability, 15(3), 2061. https://doi.org/10.3390/su15032061