Abstract
THE PERCEPTION OF SPECIAL EDUCATION TEACHERS ON BURNOUT LEVEL AND PROFESSIONAL SELF-EFFICACY: THE EXAMPLE OF MANİSA
It is inevitable for individuals to experience stress in business life. In particular, situations such as differentiation of social roles, conflicts in relations between people, competition in working environment, struggle of individuals to prove themselves, and high expectations affect the mental health of employees negatively and cause them to experience stress. Work stress, when combined with the difficulties and problems in the private lives of individuals, creates serious organizational problems. For this reason, stress is the basis of many problems that affect the health and organizational productivity of individuals. Studies show that living under intense stress for a long time seriously threatens health. A teacher's ability to fulfill his teaching duty is directly related to his own abilities and his belief that he can be successful. However, many problems that teachers face and have to deal with cause teachers to be dissatisfied with their jobs and to experience burnout due to the pressures of their profession. The aim of this quantitative study is to examine the burnout level and self-efficacy perceptions of teachers working in special education institutions. The sample of this study, which was carried out with a descriptive design, consists of 216 teachers. “Maslach Burnout Inventory” and “Teacher Self-Efficacy Perception Scale” were used to collect the data in the study. The data collected in the study were analyzed through parametric tests such as independent sample t-test and One-Way Analysis of Variance (ANOVA).
Keywords
Burnout, Self-Efficacy, Teachers, School
