Akademik Veri Yönetim Sistemi
6. BİLSEL INTERNATIONAL WORLD SCIENCE AND RESEARCH CONGRESS, İstanbul, Türkiye, 28 - 29 Aralık 2024, cilt.3, ss.1914-1932
The teaching profession is undeniably facing a critical wave of challenges that include disruptive student behavior, parental interference, diminishing social prestige, escalating educational expectations, insufficient salaries, overcrowded classrooms, and various forms of violence. These factors are significantly driving burnout among educators. While prior research has thoroughly examined burnout in university and high school contexts, primary school teachers have not received the focus they deserve. This study decisively addresses this gap by rigorously assessing burnout levels among English as a Foreign Language (EFL) primary school teachers in Eskişehir. The researcher conducted this study with 86 EFL teachers from 16 primary schools who voluntarily participated. Two robust data collection instruments were employed: an eight-item survey capturing participants’ demographics, teaching experience, stress levels, and intentions to leave the profession, and the Turkish version of the Maslach Burnout Inventory (MBI), adapted by Girgin (1995). The MBI consists of 22 items assessing three critical dimensions of burnout: Emotional Exhaustion, Depersonalization, and Reduced Personal Accomplishment. The questionnaires were completed online via Google Forms during the spring term of the 2023-24 academic year. The descriptive statistics was applied to analyze demographic data and overall burnout levels, and Cronbach’s alpha was calculated to ensure the reliability of the MBI and its subscales. The findings of this study revealed that EFL primary school teachers were experiencing moderate levels of burnout, particularly evident in reduced personal accomplishment. Emotional exhaustion and depersonalization were relatively less pronounced. It is highly recommended that authoritative figures should prioritize the regular monitoring of teachers’ burnout levels, as early identification of symptoms and provision of necessary support are crucial for maintaining the well-being of educators in schools.