The Role of Classroom Management Efficacy in Predicting Teacher Burnout
The purpose of this study was to examine to what
extend classroom management efficacy, marital status, gender, and
teaching experience predict burnout among primary school teachers.
Participants of this study were 523 (345 female, 178 male) teachers
who completed inventories. The results of multiple regression
analysis indicated that three dimensions of teacher burnout
(Emotional Exhaustion, Depersonalization, Personal
Accomplishment) were affected differently from four predictor
variables. Findings indicated that for the emotional exhaustion,
classroom management efficacy, marital status and teaching
experience; for depersonalization dimension, classroom management
efficacy and marital status and finally for the personal
accomplishment dimension, classroom management efficacy, gender,
and teaching experience were significant predictors.
[1] Gold, Y., & Bachelor, P. (2001). Signs of burnout are evident for
practice teachers during the teacher training period. Education, vol.108,
no. 4, pp. 546-555.
[2] Edelwich, J., & Brodsky, A. (1980). Burnout: stages of dissillusionment
in the helping profession. New yor: Human Sciences.
[3] Maslach, C., & Leiter, M.P. (1997). The truth about burnout. How
organizations cause personal stress and what to do about ─▒t. Jossey-Bass
publishers. San Francisco.
[4] Bryne, J. J. (1998). Teachers as hunger artist: Burnout: Its causes,
effects, and remedies. Contemporary Education, vol. 69, no. 2, pp. 86-
92.
[5] Rudow, B. (1999). Stress and burnout in the teaching profession:
European studies, issues, and research perspectives. In R. Vandenberghe
& A. M. Huberman (Eds.), Understanding and preventing teacher
burnout: A sourcebook of international research and practice. New York:
Cambridge University Press, pp. 38- 58.
[6] Archibauld, V., Azouz, I., Colf, G., Julian, S., Latham, K., & White, L.
(1999). Assessment of burnout among southern utah university faculty,
faculty recruitment retention committee report. Retrieved May 20, 2001,
from the http://www.suu.edu./ad/provest/ wort/frr-98-99/report.coc.
[7] Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and
burnout among special educaters: A review of the literature. Journal of
Special Education, vol. 31, no. 3, pp. 325-347.
[8] Farber, B. A. (1984). Stress and burnout in suburban teachers. Journal of
Educational Research, vol. 77, no. 6, pp. 325-331.
[9] Whiteman, J. L., Young, J. C., & Fisher, M. L. (1996). Teacher burnout
and the perception of student behavior. Education, vol. 105, no. 3, pp.
299-305.
[10] Brissie, J. S., Hoover-Dempsey, K. V., & Bassler, O. C. (1988).
Individual, situational contributors to teacher burnout. Journal of
Educational Research, vol. 82, no. 2, pp. 106-112.
[11] Perlman, B., & Hartman, E. A. (1982). Burnout: summary and future
research. Human Relations, vol. 35, no.4, pp. 238-305.
[12] Leithwood, K., Jantzi, D., & Steinbach, R. (2001). Maintaining
emotional balance. Educational Horizons, vol. 15, pp. 73- 82.
[13] T├╝mkaya, S. (2001). Burnout of primary school teachers with different
level of locus of control. Turkish Psychological Counseling and
Guidance Journal, vol. 2, no. 15, pp. 29-40.
[14] Berg, B. D. (1994). Educator burnout revisited. Clearing House, vol. 64,
no.4, pp. 185-189.
[15] Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting
teacher burnout over time: Effects of work stress, social support, and
self-doubts on burnout and its consequences. Anxiety, Stress, and
Coping: An International Journal, vol. 9, pp. 261-275.
[16] Burke, R. J., & Greenglass, E. R. (1995). A longitudinal study of
psychological burnout in teachers. Human Relations, vol. 48, pp. 187-
202.
[17] Schwarzer, R., Schmitz G. S., & Tang, C. (2000). Teacher burnout in
Hong Kong and Germany: a cross- cultural validation of the Maslach
Burnout Inventory. Anxiety, Stress & Coping, vol. 13, no. 3, pp. 309-
327.
[18] Ergin, C. (1992). Burnout among doctors and nurses: An application of
Maslach Burnout Inventory. 7th National Physicology Congress, pp.
143-154. (Doktor ve hemşirelerde tükenmişlik ve Maslach Tükenmişlik
öl├ºeginin uygulanmas─▒. 7. Ulusal Psikoloji Kongresi Bilimsel
Çalışmaları, s. 143-154. In Turkish).
[19] Özer, R. (1998). Investigation of counselors career burnout: Causes,
sources and levels. Unpublished master's thesis, University of Karadeniz
Teknik, Institute of Social Science, Trabzon (Rehber Öğretmenlerde
T├╝kenmi┼ƒlik D├╝zeyi, Nedenleri ve ├çe┼ƒitli De─ƒi┼ƒkenlere Göre
İncelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Karadeniz Teknik
Üniversitesi, Sosyal Bilimler Enstitüsü, Trabzon).
[20] Yaman, H., & Ungan, M. (2002). Burnout in young physicians: A study
on familiy medicine residents. Journal of T├╝rkish Psychology, vol. 17,
no. 49, pp. 37- 44.
[21] Lunenburg, F. C. & Cadavid, V. (1992). Locus of control, pupil control
ideology, and dimensions of teacher burnout. Journal of Instructional
Psychology, vol. 19, pp. 13-23.
[22] Yiu-kee, C., & Tang, C. S. (1995). Existential correlates of burnout
among mental health professionals in Hong Kong. Journal of Mental
Health Counseling, vol. 17, no. 2, pp. 220- 230.
[23] Delaney, B. H., Newcomb, M., & Dembo, M. H. (1997). The role of
hardiness, efficacy, and humanitarianism in the reduction of educator
stress, burnout and illness. Stress and coping in education, 1 (2), Paper
presented at the March 1997 American Educational Research
Association (AERA) Conference in Chicago.
[24] Pettigrew, L., & Wolf, G. 1982. "Validating measures of teacher stress."
American Educational Research Journal, vol. 19, no. 3, pp. 373--396.
[25] Rosse, J. G., & Wayne B. R. (1991). Conceptualizing the role of selfesteem
in the burnout process. Group & Organization Management, vol.
16, no. 4, pp. 428- 454.
[26] Gil-Monte, P. R., & Peiro, J. M. (1997). A study on significant sources
of the "burnout syndrome" in workers at occupational centers for the
mentally disabled. Psychology in Spain, vol. 1, no.1, pp. 55-62.
[27] Freed, E. H. (1994). The relationship of social support, occupational
stress, burnout and job satisfaction among special education teachers.
Dissertation Abstracts International, 55 (4).
[28] Byrne, B. M. (1993). Burnout: Testing for the validity, replication, and
invariance of causal structure across elementary, intermediate, and
secondary teachers. American Educational Research Journal, vol. 31, pp.
645-673.
[29] Leiter, M. P. (1992). Burnout as a crisis in self-efficacy. Conceptual and
practical implications. Work and Stress, vol. 6, no. 2, pp. 107-115.
[30] Van Yperen, N. W. (1998). Informational support, equity and burnout:
The moderating effect of self- efficacy. Journal of Occupational and
Organizational Psychology, vol. 71, pp. 29- 33.
[31] Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and selfefficacy:
A study on teachers- beliefs when implementing an innovative
educational system in the Netherlands. British Journal of Educational
Psychology, vol. 72, pp. 227- 243.
[32] Bandura, A. (1995). Self-efficacy in changing societies. Cambridge:
Cambridge University Press.
[33] Schmitz G. S. & Schwarzer R. (2000). Perceived self-efficacy of
teachers: Longitudinal findings with a new instrument. Zeitschrift Fur
Padagogische Psychologie, vol. 14, no. 1, pp. 12-25.
[34] Chwalisz, K., Altmaier, E. M., & Russel, D. W. (1992). Causal
attributions, self-efficacy cognitions, and coping with stress. Journal of
Social and Clinical Psychology, vol. 11, no. 4, pp. 377- 400.
[35] Smylie, M. A. (1989). Teachers- views of the effectiveness of sources of
learning to teach. The Elementary School Journal, vol. 89, no. 5, pp.
543-558.
[36] Henson, R. K. (2001). Relationships between preservice teachers- selfefficacy,
task analysis, and classroom management beliefs. Paper
presented at the Annual Meeting of the Southwest Educational Research
Association (New Orleans, LA, February 1-3), Selected ERIC Abstracts.
[37] Emmer, E.T., & Hickman, J. (1991). Teacher efficacy in classroom
management and discipline. Educational and Psychological
Measurement, vol. 51, no. 3, pp. 755-766.
[38] Brouwers, A., & Tomic, W. (1999). Teacher burnout, classroom
management efficacy, and stydent disruptive behaviour in secondary
education. Curriculum and Teaching, vol. 14, no. 2, pp. 7- 26.
[39] Turkish Statistical Institute (2007). Number of school, student and
teacher by level of education.
Available:http://www.tuik.gov.tr/Veribilgi.d?tb_id=148ust id=5.
[40] Öztürk, N. (2001). Bureaucratization and stress levels of teachers at high
schools. Unpublished doctoral thesis, University of Dokuz Eyl├╝l,
Institute of Educational Sciences, İzmir. (Liselerde Bürokratikleşme ve
Öğretmenlerin Stres Düzeyleri. Yayınlanmamış Doktora Tezi, Dokuz
Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü, Izmir).
[41] Kırılmaz, A. Y., Çelen, Ü. & Sarp (N). (2003). A study on Teacher
Burnout with a group of primary teachers. Ilkö─ƒretim-Online, vol. 2, no.
1, pp. 2-9. Ilkögretimde ├çal─▒┼ƒan Bir ├ûgretmen Grubunda "T├╝kenmi┼ƒlik
Durumu" Ara┼ƒt─▒rmas─▒", ─░lkö─ƒretim-Online, cilt. 2, say─▒ .1, s. 2-9.
Available: http://www.ilkogretim-online.org.tr (26.12.2007).
[42] Pehlivan, I. (2000). Stres in work. Pegem Publishing, Ankara. (İş
Yaşamında Stres. Pegem Yayıncılık, Ankara).
[43] Kyriacou, C.(1989, September). The nature and sources of stress facing
teachers. Paper presented at the Third European Conference for
Research on Learning and Instruction Madrid, Spain.
[44] Cemalo─ƒlu, N. & ┼×ahin, D. E. (2007). A study of the teacher-s burnout
level accord─▒ng to var─▒ous var─▒ables. Kastamonu Education Journal, vol.
15, no. 2, pp. 465-484.. (Ögretmenlerın meslekı tükenmışlık
d├╝zeyler─▒n─▒n farkl─▒ deg─▒┼ƒkenlere göre incelenmes─▒. Kastamonu E─ƒitim
Dergis, cilt. 15, say─▒. 2, s. 465-484).
[45] Baysal, A. (1995). Factors affecting high school teachers- occupational
burnout. Unpublished doctoral thesis, University of Dokuz Eyl├╝l,
Institute of Social Sciences, ─░zmir. (Lise ve dengi okul ö─ƒretmenlerinde
meslekte t├╝kenmi┼ƒli─ƒe etki eden faktörler. Yay─▒nlanmam─▒┼ƒ doktora Tezi,
Dokuz Eylül Üniversitesi: İzmir).
[46] Girgin, G. (1995). Analysis of variables affecting primary school
teachers- burnout and proposing a model. Unpublished doctoral thesis,
University of Dokuz Eyl├╝l, Institute of Social Sciences, ─░zmir. (─░lkokul
ö─ƒretmenlerinde meslekten t├╝kenmi┼ƒli─ƒin geli┼ƒimini etkileyen
de─ƒi┼ƒkenlerin analizi ve bir model önerisi. Yay─▒nlanmam─▒┼ƒ doktora tezi,
Dokuz Eyl├╝l Universitesi, Sosyal Bilimler Enstit├╝s├╝, ─░zmir).
[47] Yerlikaya, A. (2000). The study of burnout of primary school teachers
working at villages and in cities. Unpublished Master-s Thesis,
University of Atat├╝rk, Institute of Social Sciences, Erzurum. (Köy ve
┼ƒehirde ├ºal─▒┼ƒan s─▒n─▒f ö─ƒretmenlerinde t├╝kenmi┼ƒlik d├╝zeylerinin
incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi,
Sosyal Bilimler Enstit├╝s├╝, Erzurum).
[48] Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory
Manual (2nd edn.). Palo Alto, CA: Consulting Psychologists Press.
[49] Güneri, O.Y., Bulut, S., & Özdemir, Y. (2004). Development of teacher
efficacy in classroom management and discipline scale. Unpublished
manuscript.
[50] Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher
burnout and perceived self efficacy in classroom management. Teaching
and Teacher Education, vol. 16, pp. 239-253.
[51] Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a
predictor of teacher burnout. Journal of Educational Research, vol. 86,
no. 1, pp. 28-35.
[52] Jerusalem, M., & Mittag, W. (1995). Self- efficacy in stressful life
transitions. In Bandura, A. (Ed.). Self-efficacy in changing societies
(pp.178-201). Cambridge: Cambridge University Press.
[53] Um, M. Y., & Harrison, D. F. (1998). Role stressors, burnout, med─▒ators,
and job satisfaction: a stress-strain-outcome model and an empirical test.
Social Work Research, vol. 22, no. 2, pp. 100- 116.
[54] Beer, J. (1992). Burnout and stress, depression and self-esteem of
teachers. Psychological Reports, vol. 71, no. 3, pp. 1331-1336.
[55] Tufan, ┼×. (1997). Teachers- views about sources of occupational stress
and coping strategies working in the state and private high schools
located in Ankara, Turkey. Unpublished Master-s Thesis, Hacettepe
University, Ankara. (Ankara İli Çankaya İlçe Merkezi-ndeki devlet ve
├ûzel Liselerde görevli ö─ƒretmenlerin i┼ƒlerinde stres yaratan etmenler ve
bunlarla ba┼ƒa ├º─▒kma yollar─▒ konusundaki gör├╝┼ƒleri. Yay─▒nlanmam─▒┼ƒ
yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.).
[56] Nakou, B., Stogiannidou, A., & Kiosseoglou, G. (1999). The relation
between teacher burnout and teachers- attributions and practices
regarding school behaviour problems (abstract). School Psychology
International Abstract, vol. 20, no.02.
[57] Ito, M. (2000). Burnout among teachers: Teaching experience and type
of teacher. Japanese Journal of Educational Psychology, vol. 48, no. 1,
pp. 12-20.
[58] Sucuo─ƒlu, B., & Kulo─ƒlu, N. (1996). Studying burnout of teachers
working with exceptional children, Journal of Turkish Psychology, vol.
10, no. 36, pp. 44- 60. (├ûz├╝rl├╝ ├ºocuklarla ├ºal─▒┼ƒan ö─ƒretmenlerde
tükenmişliğin değerlendirilmesi. Türk Psikoloji Dergisi, cilt. 10, sayı.
36, s. 44- 60)9.
[59] Antoniou, A. S., Polychroni, F., & Walters, B. (2000). Sources of stress
and professional burnout of teachers of special educational needs in
Greece. Paper Presented At International Special Education Congress:
Manchester.
[60] Hoy, W. K. & Woolfolk, A. E. (1990). Socialization of student teachers.
American Educational Research Journal, vol. 27, pp. 279-300.
[1] Gold, Y., & Bachelor, P. (2001). Signs of burnout are evident for
practice teachers during the teacher training period. Education, vol.108,
no. 4, pp. 546-555.
[2] Edelwich, J., & Brodsky, A. (1980). Burnout: stages of dissillusionment
in the helping profession. New yor: Human Sciences.
[3] Maslach, C., & Leiter, M.P. (1997). The truth about burnout. How
organizations cause personal stress and what to do about ─▒t. Jossey-Bass
publishers. San Francisco.
[4] Bryne, J. J. (1998). Teachers as hunger artist: Burnout: Its causes,
effects, and remedies. Contemporary Education, vol. 69, no. 2, pp. 86-
92.
[5] Rudow, B. (1999). Stress and burnout in the teaching profession:
European studies, issues, and research perspectives. In R. Vandenberghe
& A. M. Huberman (Eds.), Understanding and preventing teacher
burnout: A sourcebook of international research and practice. New York:
Cambridge University Press, pp. 38- 58.
[6] Archibauld, V., Azouz, I., Colf, G., Julian, S., Latham, K., & White, L.
(1999). Assessment of burnout among southern utah university faculty,
faculty recruitment retention committee report. Retrieved May 20, 2001,
from the http://www.suu.edu./ad/provest/ wort/frr-98-99/report.coc.
[7] Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and
burnout among special educaters: A review of the literature. Journal of
Special Education, vol. 31, no. 3, pp. 325-347.
[8] Farber, B. A. (1984). Stress and burnout in suburban teachers. Journal of
Educational Research, vol. 77, no. 6, pp. 325-331.
[9] Whiteman, J. L., Young, J. C., & Fisher, M. L. (1996). Teacher burnout
and the perception of student behavior. Education, vol. 105, no. 3, pp.
299-305.
[10] Brissie, J. S., Hoover-Dempsey, K. V., & Bassler, O. C. (1988).
Individual, situational contributors to teacher burnout. Journal of
Educational Research, vol. 82, no. 2, pp. 106-112.
[11] Perlman, B., & Hartman, E. A. (1982). Burnout: summary and future
research. Human Relations, vol. 35, no.4, pp. 238-305.
[12] Leithwood, K., Jantzi, D., & Steinbach, R. (2001). Maintaining
emotional balance. Educational Horizons, vol. 15, pp. 73- 82.
[13] T├╝mkaya, S. (2001). Burnout of primary school teachers with different
level of locus of control. Turkish Psychological Counseling and
Guidance Journal, vol. 2, no. 15, pp. 29-40.
[14] Berg, B. D. (1994). Educator burnout revisited. Clearing House, vol. 64,
no.4, pp. 185-189.
[15] Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting
teacher burnout over time: Effects of work stress, social support, and
self-doubts on burnout and its consequences. Anxiety, Stress, and
Coping: An International Journal, vol. 9, pp. 261-275.
[16] Burke, R. J., & Greenglass, E. R. (1995). A longitudinal study of
psychological burnout in teachers. Human Relations, vol. 48, pp. 187-
202.
[17] Schwarzer, R., Schmitz G. S., & Tang, C. (2000). Teacher burnout in
Hong Kong and Germany: a cross- cultural validation of the Maslach
Burnout Inventory. Anxiety, Stress & Coping, vol. 13, no. 3, pp. 309-
327.
[18] Ergin, C. (1992). Burnout among doctors and nurses: An application of
Maslach Burnout Inventory. 7th National Physicology Congress, pp.
143-154. (Doktor ve hemşirelerde tükenmişlik ve Maslach Tükenmişlik
öl├ºeginin uygulanmas─▒. 7. Ulusal Psikoloji Kongresi Bilimsel
Çalışmaları, s. 143-154. In Turkish).
[19] Özer, R. (1998). Investigation of counselors career burnout: Causes,
sources and levels. Unpublished master's thesis, University of Karadeniz
Teknik, Institute of Social Science, Trabzon (Rehber Öğretmenlerde
T├╝kenmi┼ƒlik D├╝zeyi, Nedenleri ve ├çe┼ƒitli De─ƒi┼ƒkenlere Göre
İncelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Karadeniz Teknik
Üniversitesi, Sosyal Bilimler Enstitüsü, Trabzon).
[20] Yaman, H., & Ungan, M. (2002). Burnout in young physicians: A study
on familiy medicine residents. Journal of T├╝rkish Psychology, vol. 17,
no. 49, pp. 37- 44.
[21] Lunenburg, F. C. & Cadavid, V. (1992). Locus of control, pupil control
ideology, and dimensions of teacher burnout. Journal of Instructional
Psychology, vol. 19, pp. 13-23.
[22] Yiu-kee, C., & Tang, C. S. (1995). Existential correlates of burnout
among mental health professionals in Hong Kong. Journal of Mental
Health Counseling, vol. 17, no. 2, pp. 220- 230.
[23] Delaney, B. H., Newcomb, M., & Dembo, M. H. (1997). The role of
hardiness, efficacy, and humanitarianism in the reduction of educator
stress, burnout and illness. Stress and coping in education, 1 (2), Paper
presented at the March 1997 American Educational Research
Association (AERA) Conference in Chicago.
[24] Pettigrew, L., & Wolf, G. 1982. "Validating measures of teacher stress."
American Educational Research Journal, vol. 19, no. 3, pp. 373--396.
[25] Rosse, J. G., & Wayne B. R. (1991). Conceptualizing the role of selfesteem
in the burnout process. Group & Organization Management, vol.
16, no. 4, pp. 428- 454.
[26] Gil-Monte, P. R., & Peiro, J. M. (1997). A study on significant sources
of the "burnout syndrome" in workers at occupational centers for the
mentally disabled. Psychology in Spain, vol. 1, no.1, pp. 55-62.
[27] Freed, E. H. (1994). The relationship of social support, occupational
stress, burnout and job satisfaction among special education teachers.
Dissertation Abstracts International, 55 (4).
[28] Byrne, B. M. (1993). Burnout: Testing for the validity, replication, and
invariance of causal structure across elementary, intermediate, and
secondary teachers. American Educational Research Journal, vol. 31, pp.
645-673.
[29] Leiter, M. P. (1992). Burnout as a crisis in self-efficacy. Conceptual and
practical implications. Work and Stress, vol. 6, no. 2, pp. 107-115.
[30] Van Yperen, N. W. (1998). Informational support, equity and burnout:
The moderating effect of self- efficacy. Journal of Occupational and
Organizational Psychology, vol. 71, pp. 29- 33.
[31] Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and selfefficacy:
A study on teachers- beliefs when implementing an innovative
educational system in the Netherlands. British Journal of Educational
Psychology, vol. 72, pp. 227- 243.
[32] Bandura, A. (1995). Self-efficacy in changing societies. Cambridge:
Cambridge University Press.
[33] Schmitz G. S. & Schwarzer R. (2000). Perceived self-efficacy of
teachers: Longitudinal findings with a new instrument. Zeitschrift Fur
Padagogische Psychologie, vol. 14, no. 1, pp. 12-25.
[34] Chwalisz, K., Altmaier, E. M., & Russel, D. W. (1992). Causal
attributions, self-efficacy cognitions, and coping with stress. Journal of
Social and Clinical Psychology, vol. 11, no. 4, pp. 377- 400.
[35] Smylie, M. A. (1989). Teachers- views of the effectiveness of sources of
learning to teach. The Elementary School Journal, vol. 89, no. 5, pp.
543-558.
[36] Henson, R. K. (2001). Relationships between preservice teachers- selfefficacy,
task analysis, and classroom management beliefs. Paper
presented at the Annual Meeting of the Southwest Educational Research
Association (New Orleans, LA, February 1-3), Selected ERIC Abstracts.
[37] Emmer, E.T., & Hickman, J. (1991). Teacher efficacy in classroom
management and discipline. Educational and Psychological
Measurement, vol. 51, no. 3, pp. 755-766.
[38] Brouwers, A., & Tomic, W. (1999). Teacher burnout, classroom
management efficacy, and stydent disruptive behaviour in secondary
education. Curriculum and Teaching, vol. 14, no. 2, pp. 7- 26.
[39] Turkish Statistical Institute (2007). Number of school, student and
teacher by level of education.
Available:http://www.tuik.gov.tr/Veribilgi.d?tb_id=148ust id=5.
[40] Öztürk, N. (2001). Bureaucratization and stress levels of teachers at high
schools. Unpublished doctoral thesis, University of Dokuz Eyl├╝l,
Institute of Educational Sciences, İzmir. (Liselerde Bürokratikleşme ve
Öğretmenlerin Stres Düzeyleri. Yayınlanmamış Doktora Tezi, Dokuz
Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü, Izmir).
[41] Kırılmaz, A. Y., Çelen, Ü. & Sarp (N). (2003). A study on Teacher
Burnout with a group of primary teachers. Ilkö─ƒretim-Online, vol. 2, no.
1, pp. 2-9. Ilkögretimde ├çal─▒┼ƒan Bir ├ûgretmen Grubunda "T├╝kenmi┼ƒlik
Durumu" Ara┼ƒt─▒rmas─▒", ─░lkö─ƒretim-Online, cilt. 2, say─▒ .1, s. 2-9.
Available: http://www.ilkogretim-online.org.tr (26.12.2007).
[42] Pehlivan, I. (2000). Stres in work. Pegem Publishing, Ankara. (İş
Yaşamında Stres. Pegem Yayıncılık, Ankara).
[43] Kyriacou, C.(1989, September). The nature and sources of stress facing
teachers. Paper presented at the Third European Conference for
Research on Learning and Instruction Madrid, Spain.
[44] Cemalo─ƒlu, N. & ┼×ahin, D. E. (2007). A study of the teacher-s burnout
level accord─▒ng to var─▒ous var─▒ables. Kastamonu Education Journal, vol.
15, no. 2, pp. 465-484.. (Ögretmenlerın meslekı tükenmışlık
d├╝zeyler─▒n─▒n farkl─▒ deg─▒┼ƒkenlere göre incelenmes─▒. Kastamonu E─ƒitim
Dergis, cilt. 15, say─▒. 2, s. 465-484).
[45] Baysal, A. (1995). Factors affecting high school teachers- occupational
burnout. Unpublished doctoral thesis, University of Dokuz Eyl├╝l,
Institute of Social Sciences, ─░zmir. (Lise ve dengi okul ö─ƒretmenlerinde
meslekte t├╝kenmi┼ƒli─ƒe etki eden faktörler. Yay─▒nlanmam─▒┼ƒ doktora Tezi,
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@article{"International Journal of Business, Human and Social Sciences:58000", author = "Yalçın Ozdemir", title = "The Role of Classroom Management Efficacy in Predicting Teacher Burnout", abstract = "The purpose of this study was to examine to what
extend classroom management efficacy, marital status, gender, and
teaching experience predict burnout among primary school teachers.
Participants of this study were 523 (345 female, 178 male) teachers
who completed inventories. The results of multiple regression
analysis indicated that three dimensions of teacher burnout
(Emotional Exhaustion, Depersonalization, Personal
Accomplishment) were affected differently from four predictor
variables. Findings indicated that for the emotional exhaustion,
classroom management efficacy, marital status and teaching
experience; for depersonalization dimension, classroom management
efficacy and marital status and finally for the personal
accomplishment dimension, classroom management efficacy, gender,
and teaching experience were significant predictors.", keywords = "Classroom management efficacy, teacher burnout.", volume = "1", number = "11", pages = "671-7", }
