|  e-ISSN: 2618-589X

Original article | TAY Journal 2024, Vol. 8(2) 197-224

The Mediating Role of Professional Burnout in the Relationship between Life Satisfaction, Teacher Self-Efficacy and Job Satisfaction of Teachers Working in Inclusive Classrooms

Mehmet Yavuz, Gökhan Ilgaz

pp. 197 - 224   |  DOI: https://doi.org/10.29329/tayjournal.2024.653.01   |  Manu. Number: tay journal.2024.009

Published online: July 31, 2024  |   Number of Views: 16  |  Number of Download: 74


Abstract

Aim of this study was to examine mediating role of professional burnout in the relationship between life satisfaction, teacher self-efficacy and job satisfaction of teachers working in inclusive classrooms. A structural equation modelling method was used in the study. Life satisfaction scale, teacher self-efficacy scale, job satisfaction scale and teacher professional burnout scale were used to collect data under scope of the study. Google Forms software was used to collect research data. The scales created on Google Forms were conveyed to teachers via WhatsApp, Facebook, Instagram and e-mail. Normality test was applied to obtained data and it was observed that the data was normally distributed. According to the results of the research, there was a positive relationship between teachers’ levels of life satisfaction and professional self-efficacy, a positive relationship between their levels of life satisfaction and job satisfaction; a negative relationship between their levels of self-efficacy and professional burnout; a negative relationship between their levels of life satisfaction and professional burnout, and a negative relationship between their levels of professional burnout and job satisfaction. Results do not present any relationship between teacher self-efficacy and job satisfaction. It was observed that teachers’ professional burnout played a mediating role not only in the relationship between self-efficacy and job satisfaction but also in the relationship between life satisfaction and job satisfaction. In future studies, the mediating role of other variables can be analysed.

Keywords: Life satisfaction, professional burnout, self-efficacy, job satisfaction


How to Cite this Article?

APA 6th edition
Yavuz, M. & Ilgaz, G. (2024). The Mediating Role of Professional Burnout in the Relationship between Life Satisfaction, Teacher Self-Efficacy and Job Satisfaction of Teachers Working in Inclusive Classrooms . TAY Journal, 8(2), 197-224. doi: 10.29329/tayjournal.2024.653.01

Harvard
Yavuz, M. and Ilgaz, G. (2024). The Mediating Role of Professional Burnout in the Relationship between Life Satisfaction, Teacher Self-Efficacy and Job Satisfaction of Teachers Working in Inclusive Classrooms . TAY Journal, 8(2), pp. 197-224.

Chicago 16th edition
Yavuz, Mehmet and Gokhan Ilgaz (2024). "The Mediating Role of Professional Burnout in the Relationship between Life Satisfaction, Teacher Self-Efficacy and Job Satisfaction of Teachers Working in Inclusive Classrooms ". TAY Journal 8 (2):197-224. doi:10.29329/tayjournal.2024.653.01.

References

    Appleton, S., & Song, L. (2008). Life satisfaction in urban China: Components and determinants. World Development, 36(11), 2325-2340.

    Arslan, R., & Acar, B. N. (2013). A research on academics on life satisfaction, job satisfaction and professional burnout. Suleyman Demirel University Journal of Faculty of Economics & Administrative Sciences, 18(3), 2027-2040.

    Artan, İ., & Uyanık Balat, G. (2003). Okul öncesi eğitimcilerinin entegrasyona ilişkin bilgi ve düşüncelerinin incelenmesi [Knowledge and thoughts of the early childhood education teachers on integration]. Kastamonu Education Journal, 11(1), 65-80.

    Artıran, M., Ceren Er, A., & Artıran, H. M. (2019). Özel eğitim öğretmenlerinde negatif düşüncelerin tükenmişlik düzeyi ve iş doyumu ile ilişkisi [The relationship between negative thoughts, burnout and work satisfaction in special education teachers]. Elementary Education Online, 18(4), 2027-2040.

    Atabay, E. (2020). Tükenmişlik ile iş doyumu arasındaki ilişkinin incelenmesi: Anaokulu öğretmenleri örneklemi [Examining the relationship between burnout and job satisfaction: A sample of kindergarten teachers]. (Publication No. 642162) [Master thesis, İstanbul Gelişim University]. National Thesis Center.

    Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp.71-81). Academic.

    Batu, E. S. (2000). Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri [Mainstreaming, support services and inclusion preparation activities]. Ankara University Faculty of Educational Sciences Journal of Special Education, 2(4), 35–45.

    Batu, E. S., & Kırcaali-İftar G. (2005). Kaynaştırma [Inclusion] (1th ed.). Kök.

    Berry, L. M. (1997). Psychology at work: An introduction to industrial and organizational psychology. McGraw Hill Companies Inc.

    Bigdeloo, M., & Bozorgi, Z. D. (2016). Relationship between the religious attitude, self-efficacy, and life satisfaction in high school teachers of Mahshahr city (EJ1112683). ERIC. https://eric.ed.gov/?id=EJ1112683

    Billingsley, B. S., & Cross, L. H. (1991). Teachers’ decisions to transfer from special to general to general education. The Journal of Special Education, 24(4), 496-511.

    Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford.

    Budak, G., & Sürgevil, O. (2005). Tükenmişlik ve tükenmişliği etkileyen örgütsel faktörlerin analizine ilişkin akademik personel üzerinde bir uygulama [An application on academic staff on the analysis of burnout and organizational factors affecting burnout]. Dokuz Eylül University Faculty of Economics and Administrative Sciences Journal, 20(2), 95-108.

    Buluç, B., & Demir, S. (2015). İlk ve ortaokul öğretmenlerinin öz-yeterlik algıları ile iş doyumları arasındaki ilişki [The relationship between job satisfaction and self efficacy based on elementary and middle school teacher’s perceptions]. Ahi Evran University Journal of Kırşehir Education Faculty, 16(1), 289-308.

    Camacho, D. A. (2017). Applying a cognitive-behavioral model to conceptualize burnout and coping for teachers in urban schools [Unpublished master thesis]. Loyola Unıversity.

    Capri, B., & Guler, M. (2018). Evaluation of burnout levels in teachers regarding socio-demographic variables, job satisfaction and general self-efficacy. Eurasian Journal of Educational Research, 18(74), 123-144.

    Casteel, C. L. (2018). The relationship between certification type and burnout, perceived support, job satisfaction, and life satisfaction in special education teachers [Unpublished master thesis]. Loyola University.

    Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204.

    Çapa Aydın, Y., Uzuntiryaki, E., Temli, Y., & Tarkın, A. (2013). Öz Yeterlik Kaynakları Ölçeği’nin Türkçe’ye uyarlanması [Adaptation of sources of Self-Efficacy Inventory into Turkish]. Elementary Education Online, 12(3), 749-758.

    Çelik, O. T., & Kahraman, Ü. (2018). The relationship among teachers’ general self-efficacy perceptions, job burnout and life satisfaction. Universal Journal of Educational Research, 6(12), 2721-2729.

    Çevik, G. B. (2017). The roles of life satisfaction, teaching efficacy, and self-esteem in predicting teachers’ job satisfaction. Universal Journal of Educational Research, 5(3), 338-346.

    Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences SPSS and LISREL applications]. Pegem.

    Dinçer, B., Saracaloğlu, A. S., Karademir, Ç. A., & Dedebali, N. C. (2017). Öğretmenlerin öğretme stilleri, özyeterlik ve iş doyumlarının belirlenmesi [Determining teaching styles, self-efficacy believes and job satisfaction of teachers]. Education Sciences, 12(1), 58-85.

    Dost, M. T. (2007). Üniversite öğrencilerinin yaşam doyumunun bazı değişkenlere göre incelenmesi [Examining life satisfaction levels of university students in terms of some variables]. Pamukkale University Journal of Education, 22(22), 132-143.

    Dursun, Y., & Kocagöz, E. (2010). Yapısal eşitlik modellemesi ve regresyon: Karşılaştırmalı bir analiz [Structural equation modeling and regression: A comparative analysis]. Erciyes University Journal of Economics and Administrative Sciences, (35), 1-17.

    Duxbury, M., Armstrong, G., Drew, D., & Henley, S. (1984). Head nurse leadership style with staff burnout and job satisfaction in neonatal intensive care units. Nursing Research, 33, 97-101.

    Dworkin, A. (2001). Perspectives on teacher burnout and school reform. International Education Journal, 4(2). 69–78.

    Eğinli, A. T. (2009). Çalışanlarda iş doyumu: Kamu ve özel sektör çalışanlarının iş doyumuna yönelik bir araştırma [Job satisfaction in employees: A research on job satisfaction of public and private sector employees]. Trends in Business and Economics, 23(3), 35-52.

    Ergül, C., Baydık, B., & Demir, S. (2013). Özel eğitim öğretmen adaylarının ve öğretmenlerinin zihin engelliler öğretmenliği lisans programı yeterliklerine ilişkin görüşleri [Profile of students in special education teaching undergraduate programs and their views on the field]. Educational Sciences: Theory & Practice, 13(1), 1-24.

    Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage.

    Ghavifekr, S., & Pillai, N. S. (2016) The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17, 87–106.

    Girgin, G., & Baysal, A. (2005). Tükenmişlik sendromuna bir örnek: Zihinsel engelli öğrencilere eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi [An example for burnout: Special education educator’s burnout level and some variables]. TSK Koruyucu Hekimlik Bülteni, 4(4), 172-187.

    Gravetter, F. J., & Wallnau, L. B. (2014). Essentials of statistics for the behavioral sciences. Wadsworth.

    Gülcan, A. (2014). Genç yetişkinlerde iyimserliğin mutluluk ve yaşam doyumu üzerindeki etkisinin incelenmesi [The effect of optimism on happiness and life satisfaction on young adults]. (Publication No. 367982) [Master thesis, Fatih University]. National Thesis Center.

    Güner, F., Çiçek, H., & Can, A. (2014). Banka çalışanlarının mesleki stres ve tükenmişlik düzeylerinin iş doyumu ve yaşam doyumu düzeyleri ile ilişkisi [The relationship between the levels of occupational stress and burnout and the levels of job satisfaction and life satisfaction of employees]. Journal of Alanya Faculty of Business, 6(3), 59-76.

    Hassan, O., & Ibourk, A. (2021). Burnout, self-efficacy and job satisfaction among primary school teachers in Morocco. Social Sciences & Humanities Open, 4(1), 100-148.

    Hombrados-Mendieta, I., & Cosano-Rivas, F. (2011). Burnout, workplace support, job satisfaction and life satisfaction among social workers in Spain: A structural equation model. International Social Work, 56(2), 228-246.

    Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.

    Johnson, B. W. (2010). Job satisfaction, self-efficacy, burnout and path of teacher certification: Predictiors of attrition in special education teacher (Publication No. 3403234) [Doctoral dissertation, Capella University]. ProQuest Thesis Center.

    Judge, T. A., & Watanabe, S. (1993). Another look at the job satisfaction-life satisfaction relationship. Journal of Applied Psychology, 78(6), 939–948.

    Kabasakal, E. (2018). Kaynaştırma öğrencisi bulunan sınıflarda rasyonel duygucu eğitimin diğer öğrencilerin, rasyonel düşünme, öznel iyi oluş, öz yeterlilik ve sosyal kabul düzeyine etkisi [The effect of rational emotive education on the rational thinking, subjective well-being, self-efficacy and social acceptance levels of the students who are not disabled in mainstream classes involving students with disabilities]. (Publication No. 510786) [Master thesis, Hacettepe University]. National Thesis Center.  

    Kaner, S. (2010). Özel gereksinimli olan ve olmayan öğrencilerin öğretmenlerinin öz-yetkinlik inançları [Examining teachers’ self-efficacy beliefs of students with and without special needs]. Ankara University Journal of Faculty of Educational Sciences, 43(1), 193-217.

    Kaner, S., Şekercioğlu G., & Yellice-Yüksel, B. (2008, May 14-16). Öğretmen mesleki özyetkinlik ölçeği geliştirme çalışması [Teacher professional self-efficacy scale development study]. [Conference presentation]. EPODDER, Ankara.

    Karaaslan, İ., Uslu, T., & Esen, S. (2020). Beden eğitimi öğretmenlerinin mesleki tükenmişlik, iş doyumu ve yaşam doyumlarının incelenmesi [Research on occupational burnout, job satisfaction and life satisfaction of physical education teachers]. Journal of Health and Sport Sciences, 3(1), 7-18.

    Karahan, Ş., & Uyanık-Balat, G. (2011). Özel eğitim okullarında çalışan eğitimcilerin öz-yeterlik algılarının ve tükenmişlik düzeylerinin incelenmesi [The analysis of self-efficacy perception and burnout level of special education school educators]. Pamukkale University Journal of Education, 29, 1-14.

    Kargın T. (2010). Özel gereksinimli öğrencilerin yerleştirilmesi ve BEP [Placement of students with special needs and BEP]. In A. Gönül Akçamete (Ed.), Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim [Students with special needs and special education in general education schools]. (pp. 77-109). Kök.

    Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford.

    Koyutürk, N. (2014). Sınıfında kaynaştırma öğrencisi olan ve olmayan okul öncesi öğretmenlerinin iş doyumu ve tükenmişlik düzeylerinin belirlenmesi [Determining the levels of the job satisfaction and burnout in pre-school teachers whose classes include or do not include students with special- needs]. (Publication No. 370245) [Master thesis, Mehmet Akif Ersoy University]. National Thesis Center. 

    Köker, S. (1991). Normal ve sorunlu ergenlerin yaşam doyumu düzeyinin karşılaştırılması [Comparison of life satisfaction levels of normal and problematic adolescents]. (Publication No. 16802) [Master thesis, Ankara University]. National Thesis Center. 

    Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–17.

    Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.

    McDowell, I. (2010). Measures of self-perceived well-being. Journal of Psychosomatic Research, 69(1), 69–79.

    Miller, R., & McDaniel, E. A. (1989). Enhancing teacher efficacy in special education through the assessment of student performance. Academic Therapy, 25(2), 171-181.

    Ministry of National Education (MoNE). (2018). Özel eğitimhizmetleri yönetmeliği [Special education services regulation]. (No. 30471). Official Gazette. Retrieved January 2, 2023, from https://www.mevzuat.gov.tr

    Moksnes, U. K., Eilertsen, M. E. B., Ringdal, R., Bjørnsen, H. N., & Rannestad, T. (2019). Life satisfaction in association with self‐efficacy and stressor experience in adolescents–self‐efficacy as a potential moderator. Scandinavian Journal of Caring Sciences, 33(1), 222-230.

    Moore, J. E. (2000). Why is this happening? A causal attribution relationship to work exhaustion consequences. Academy of Management Review, 25(2), 335-349.

    Nichols, A. S., & Sosnowsky, F. L. (2002). Burnout among special education teachers in self-contained cross-categorical classrooms. Teacher Education and Special Education, 25(1), 71-86.

    Ören, N., & Türkoğlu, H. (2006). Öğretmen adaylarında tükenmişlik [The exhaustion levels of teacher candidate]. Journal of Social Sciences and Humanities Researches, 16, 1-10.

    Örücü, E., & Hasırcı, I. (2021). İş tatmini ve tükenmişlik ilişkisinde öz kendilik değerlendirmesinin aracı rolü ve bir uygulama [The role of self evaluation in job satisfaction and burnout relationship and an application]. Academic Review of Economics and Administrative Sciences, 14(4), 1172-1189.

    Pajares, M. F. (1996). Self-efficacy beliefs in academic settings [Electronic version]. Review of Educational Research, 66, 543-578.

    Rice, R. W., McFarlin, D. B., Hunt R. G., & Near, J. P. (1985). Job importance as a moderator of the relationship between job satisfaction and life satisfaction. Basic and Applied Social Psychology, 6(4), 297-316.

    Roelofs, J., Verbraak, M., Keijsers, G. P. J., de Bruin, M. B. N., & Schmidt, A. J. M. (2005). Psychometric properties of a Dutch version of the maslach burnout inventory general survey [MBI-DV] in individuals with and without clinical burnout. Stress and Health: Journal of the International Society for the Investigation of Stress, 21(1), 17–25.

    Sharma, U., Loreman, T., & Forlin, C. (2011). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 1-10.

    Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

    Sıvakcı, S. (2019). Tükenmişlik sendromunun ve iş doyumunun yaşam doyumu ile ilişkisi: Özel sektör çalışanları üzerinde bir araştırma [The relationship of burnout syndrome and job satisfaction with life satisfaction: A study on private sector employees]. (Publication No. 557235) [Master thesis, İstanbul Sabahattin Zaim University]. National Thesis Center. 

    Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625.

    Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998) Teacher, student, and school attributes as predictors of teachers’ responses to inclusion. Journal of Special Education, 31(4), 480–497.

    Stempien, L. R., & Loeb, R. C. (2002). Difference in job satisfaction between general education and special education teachers: Implications for retention. Remedial and Special Education, 23(5), 258-267.

    Suldo, S. M., Riley, K. N., & Shaffer, E. J. (2006). Academic correlates of children and adolescents’ life satisfaction. School Psychology International. 27(5), 567-582.

    Sürgevil, O. (2006). Çalışma hayatında tükenmişlik sendromu [Burnout syndrome in working life] (2th ed.). Nobel.

    Şahin, F., & Şahin, D. (2012). Engelli bireylerle çalışan özel eğitim öğretmenlerinin tükenmişlik düzeyinin belirlenmesi [Examining the burn-out level of special education teachers working with disabled individuals]. Journal of Teacher Education and Educators, 1(2), 275-294.

    Şahin, İ. (1999). İlköğretim okullarında görevli öğretmenlerin iş doyum düzeyleri [Job satisfaction levels of primary school teachers]. [Unpublished master thesis]. Dokuz Eylül University.

    Şahin, İ. (2013). Öğretmenlerin iş doyumu düzeyleri [Job satisfaction levels of teachers]. Van Yüzüncü Yıl University Journal of Education, 10(1), 142-167.

    Şimşek, E. (2011). Örgütsel iletişim ve kişilik özelliklerinin yaşam doyumuna etkileri [The effects of organizational communication and personality traits on life satisfaction]. (Publication No. 286778) [Master thesis, Anadolu University]. National Thesis Center. 

    Telef, B. B. (2011). Öğretmenlerin öz-yeterlikleri, iş doyumları, yaşam doyumları ve tükenmişliklerinin incelenmesi [The study of teachers’ self-efficacy, job satisfaction, life satisfaction and burnout]. Elementary Education Online, 10(1). 91-108.

    Teltik, H. (2009). Okul öncesi öğretmenlerinin mesleki yeterlilik algılarının iş doyumu ve tükenmişlik düzeyleriyle ilişkisinin belirlenmesi [The determination of teacher self-efficacy perception between job satisfaction and burnout level correlations for preschool teachers]. (Publication No. 250821) [Master thesis, Marmara University]. National Thesis Center. 

    Toy, S. N., & Duru, S. (2016). Sınıf öğretmenlerinin öğretmen öz yeterlikleri ile kaynaştırma eğitimine ilişkin yeterlik inançlarının karşılaştırılması [The comparison of self-efficacy and inclusive education beliefs of primary school teachers]. Ege Journal of Education, 17(1), 146-173.

    Trochim, W. M., Donnelly, J. P., & Arora, K. (2015). Research methods: The essential knowledge base. Nelson Education.

    Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.

    Tuğrul, B., & Çelik, E. (2002). Normal çocuklarla çalışan anaokulu öğretmenlerinde tükenmişlik [Burnout in kindergarten teachers working with normal children]. Pamukkale University Journal of Education, 2(12), 1-11.

    Türker, Y., & Çelik, K. (2019). Öğretmenlerde iş ve aile çatışmasının yaşam doyumu üzerindeki etkisinde iş doyumunun aracı rolü [Mediating role of job satisfaction in the effect of work and family conflict on teachers’ satisfaction with life]. Hacettepe University Journal of Education, 4(1), 242-258.

    Ülper, H., & Bağci, H. (2012). Türkçe öğretmeni adaylarının öğretmenlik mesleğine dönük öz yeterlik algıları [Self-efficacy perceptions of Turkish teacher candidates towards the teaching profession]. Turkish Studies, 7(2), 1115-1131.

    Vecchio, G. M., Gerbino, M., Pastorelli, C., Del Bove, G., & Caprara, G. V. (2007). Multi-faceted selfefficacy beliefs as predictors of life satisfaction in late adolescence. Personality and Individual Differences, 43(7), 1807-1818.

    Vural, B. (2004). Yetkin- ideal-vizyoner öğretmen [Competent-ideal-visionary teacher] (2th ed.). Hayat.

    Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130.

    Waters, K. K. (2013). The relationship between principals’ leadership styles and job satisfaction as perceived by primary school teachers across NSW independent schools [Unpublished doctoral dissertation]. University of Wollongong.

    Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and burnout among special educators: A review of the literature. The Journal of Special Education, 31(3), 225-346.

    Wright, B. E., & Davis, B. S. (2003). Job satisfaction in the public sector the role of the work environment. The American Review of Public Administration, 33(1), 70-90.

    Yıldız, S. M. (2015). Lider-üye etkileşimi, işyerinde mobbing ve mesleki tükenmişlik ilişkisi [Relationship between leader-member interaction, mobbing at workplace and occupational burnout] (2th ed.). Detay.

    Yiğit, A. (2007). Özel eğitim kurumlannda çalışan öğretmenlerin iş doyumu, tükenmişlik ve ruh sağlık düzeylerinin çeşitli değişkenler açısından incelenmesi [The works satisfaction of the teachers who works in the private educational institutes the searching the level of burnout and the healty of soul in dint of wary changable factors]. (Publication No. 209320) [Master thesis, Niğde University]. National Thesis Center.