Determination of Self-Efficacy and Burnout State of Teachers Working in the Special Education Field in Terms of Different Variables

Y

7

Self Efficacy; Teacher Burnout; Special Education Teachers; Working Hours; Gender Differences; Foreign Countries; Burnout; Measures (Individuals); Elementary School Teachers; Statistical Analysis; Scores; Comparative Analysis; Mainstreaming; Classroom Techniques; Educational Attainment

2324-805X

The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers' educational levels, teachers' daily working hours, and teachers' daily student numbers. 7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education Primary Education Management Office, and 21 schools, which have a special education mainstreaming room, constituted the population of the research. 46 special education teachers working at special education institutions and 24 special education teachers working at a mainstreaming room in primary schools (a total number of 70 teachers) constituted the sample of the research. The Maslach Burn-out Scale and Teacher Self-Efficacy Scale were administered to the sample group. The collected data was entered into the SPSS and analysed using a t-test, Mann Whitney U and Kruskal Wallis. The working hours of teachers were found to be statistically significant for sufficiency in engagement of student sub-dimension. It was revealed that teachers with fewer working hours had lower self-efficacy scores than the teachers with more working hours. Statistically significant difference was also found in depersonalization of burnout sub-dimension of teachers according to their professional seniority.

As Provided

32

2017

EJ1133823