Burnout teachers

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2014 Uluslararas Lider Martlar Projesi No1 2014 International ICT Leadin Seagulls Project #1 Burnout Teachers_Boun


<ul><li> 1. BURN-OUT PROBLEMS OF ENGLISH TEACHERS http://www.teacherade.com/2011/09/teacher-burnout-you-want-to-teach.html </li> <li> 2. Onur ASLAN Taner BABA Yusuf ERIN Mslm ISOT http://tr.wikipedia.org/wiki/Dosya:Boazii_niversitesi_Logosu.jpg Growing Roses from Ashes We integrate social networks into our group work and we prepared this project online </li> <li> 3. CONTENTS: Problem Statements Gannt Card Literature Review Main and Root Causes Matrix Diagram Fishbone Diagram Data Collection and Analysis Suggestions Conclusion References </li> <li> 4. RESEARCH QUESTION Why do English teachers in Turkey face burn-out problems? </li> <li> 5. LITERATURE REVIEW There are lots of handicaps, difficulties and problems that teachers face during their profession. Burn out in teachers is one of those problems, and actually, it is really a serious problem in Turkey. In this paper, we will try to present some scientific data about burn out in teachers, and try to elicit some specific points for English teachers in Turkey. </li> <li> 6. LITERATURE REVIEW (CONT.) Friesen and et al. (1988) tried to find possible answers of the question why teachers burn out and they conducted their studies with 1,211 teachers to detect different possibilities for this problem. Work stress, environmental effects, and a group of personal reasons were main reasons for that problem, but the important point was that, most of the teachers expressed their problems in a unique way, which shows that despite the common points, every case carries its own uniqueness. </li> <li> 7. LITERATURE REVIEW (CONT.) Burke and Greenglass(1993) illuminates our point in a more detailed way in their article, and there are more specific point which we can apply to the English teachers in Turkey. To illustrate, decreasing resources, difficult students and increasing class population are shown as the important factors which affect the psychology of the teachers. </li> <li> 8. LITERATURE REVIEW (CONT.) In Turkey, especially in public schools, classes are overcrowded and teachers dont know how to behave in such a situation. These factors provoke emotional exhaustion, frustration and anger in teachers and all these factors decrease the efficiency of the teachers. Burken and Greenglass(1993) also point out this situation and explains the relationship between environmental conditions and their effects on the teachers motivation. </li> <li> 9. LITERATURE REVIEW (CONT.) Burke and Greenglass(1993) uses the term depersonalization to explain the psychological burn out of teachers, and the same term is used by Yavuz(2009) in his article An investigation of burn out levels of teachers working in elementary and secondary educational institutions and their attitudes to classroom management. </li> <li> 10. LITERATURE REVIEW (CONT.) Yavuz(2009), in his article, concludes that there is no significant difference between male and female teachers in terms of emotional exhaustion, depersonalization and demotivation. What Yavuz helps us to understand for our own study is that working conditions are really important factors for teachers motivation. </li> <li> 11. LITERATURE REVIEW (CONT.) Hiep (2007), in his article Communicative language teaching: unity within diversity, expresses the problems which some English teachers face in Vietnam. As Turkey is also a country where English is taught as a foreign language as in Vietnam, we tried to apply these points to our own situation. </li> <li> 12. LITERATURE REVIEW (CONT.) Hiep(2007) states that some methodologies which are imported from America or Britain are not suitable for these local areas and teacher have difficulty to apply the same method without adapting it to the local dynamics. The conclusion is that teachers should play active role while choosing and applying the methods to the class, and should be aware of the unique circumstances of the local dynamics. </li> <li> 13. LITERATURE REVIEW (CONT.) Lastly, Kumaravadivelu(2003) states that each situation, environment, school has a particular property, and methods can not be used everywhere in the same way, which is called particularity of the method. This issue can give us an opinion about the situation in Turkey. </li> <li> 14. FISHBONE DIAGRAM </li> <li> 15. MAIN AND ROOT CAUSES Administrators: 1. do not provide materials and opportunities 2. are too strict 3. do not give enough importance to English Teachers 1. lack of teachers 2. cooperation problems 3. lack of teaching skills </li> <li> 16. MAIN AND ROOT CAUSES Students 1. lack of motivation for English 2. need too much attention Parents 1. lack the need for learning about their childrens progress 2. do not help the teachers </li> <li> 17. MATRIX DIAGRAM . Administrators Teachers Students Parents Onur ASLAN 5 4 3 4 Taner BABA 5 6 2 7 Yusuf ERIN 6 6 4 5 Mslm ISOT 7 5 5 6 Total 23 21 14 22 Percentage %28,75 %26,25 %17,50 %27,50 </li> <li> 18. MAIN CAUSES 0 5 10 15 20 25 30 Mslm Yusuf Taner Onur </li> <li> 19. Main Causes Administrators Teachers Students Parents </li> <li> 20. DATA COLLECTION Data collection methods I. A Questionnaire II. Interviews with English teachers (including our teachers from high schools, mentors at practicum schools and friends who have been recently appointed) </li> <li> 21. QUESTIONNAIRE </li> <li> 22. QUESTIONNAIRE (CONT.) </li> <li> 23. QUESTIONNAIRE (CONT.) </li> <li> 24. INTERVIEW How long have you been teaching? Have you ever experienced burn-our problems in your profession If yes, why do you think so? If no, what kind of a problem might make you think so? What was the reason(s) for this problem? What might be the reason(s) for this problem? How do you feel now? What do you suggest to avoid such problems? </li> <li> 25. SOME SAMPLE DATA FROM OUR INTERVIEWEES It does not take too long for reality to destroy the idealistic teacher in you. I do not know who to blame, the system, maybe Indeed, I like my job, but some external factors do not let me like my job Teachers are not granted what they deserve </li> <li> 26. Being a teacher is seen as a trivial job, not something prestigious, if you want your teachers to make a difference, equip them with all they need, and give them the chance to lead a life in which they can make a difference then Language teaching is quite different from teaching other subjects. How come can they expect us to teach English well using only a blackboard? Can you imagine? To what extent can it be possible? A great number of state </li> <li> 27. schools lack necessary materials and technological tools that could help conduct more communicative and interactive classes. Some classrooms are over-crowded, so lack of enough physical space hinders some classroom activities. Moreover, the English books provided by the Ministry of Education are all excellent (!), unless you think that teaching Latin names of some germs to 6th graders are non-sense. These are just a few things yet. Sometimes I feel desperate, when all these come together </li> <li> 28. As I worked at various schools, I worked with various students who have various backgrounds and socio economic status. I believe that a teacher should understand what their students need is and what their goals and motives are and open a new perspective for them. But sometimes they need learning ethics beside and sometimes before- English. And sometimes they even think they don/t need English to cope with life. Unfortunately, sometimes they are right. Some of my primary school students had to work at a brick factory... </li> <li> 29. (This is from a very young teacher) I have been teaching for 7 months and I havent experienced any burnout problems. However, If my students couldnt use any of the new information which i had given in the process, this could be the reason for it I would not feel okay.. To avoid such problems, teachers should set up a real communication with the students and make the students love English. </li> <li> 30. INTERVIEW (FINDINGS) ? (What do you think about these statements made by our teachers?) Teachers opinions are varying to a great extent and we can say that they are not very happy with the situation. However, some certain aspect of the system had better be improved so that we can enhance the quality of our language education. </li> <li> 31. (A private school teacher, native speaker) I have been teaching very young learners for 8 years and I feel exhausted anymore. When I go back home, I no longer have any energy left to look after my 9-months-old boy who deserves care more than these naughty kids. I am going to change my job, high schoolers might be easier in terms of classroom management but they are being disrespectful sometimes, though.. </li> <li> 32. DATA ANALYSIS (QUESTIONNAIRE) Participants: 28 English teachers from our practicum schools and our high schools. Of all, 4 have been working for less than 5 years, 11 have been working for 5-10 years, 13 have been working for more than 10 years. We categorized the results according to the length of experience, and analyzed and concluded accordingly regardless of gender since we think gender should be the topic of another research. We have also taken a look at the differences between private and state schools. </li> <li> 33. 1. ADMINISTRATORS DEMOTIVATE ME 75% 25% (-5 years) TA A NS DA TDA 55% 27% 18% (5-10 years) TA A NS DA TDA 46 % 39 % 15% (+10 years) TA A NS DA TDA 68% 18% 14% (State school) TA A NS DA TDA 33% 17% 50% (Private school) TA A NS DA TDA Lenght of experience State school vs. Private school </li> <li> 34. 1.A. THEY DO NOT PAY ME WHAT I DESERVE 75% 25% (-5 years) TA A NS DA TDA 18% 28% 27% 18% 9% (5-10 years) TA A NS DA TDA 39 % 23 % 23 % 15 % (+10 years) TA A NS DA TDA 54% 23% 14% 9% (State school) TA A NS DA TDA 17% 17% 33% 33% (Private school) TA A NS DA TDA Lenght of experience State school vs. Private school </li> <li> 35. 1.B. THEY DO NOT ORGANIZE IN-SERVICE CONFERENCES TO INFORM US ABOUT CHANGES IN THE FIELD 11% 11% 22% 56% (-5 years) TA A NS DA TDA 64% 18% 9% 9% (5-10 years) TA A NS DA TDA 23 % 31 % 15 % 23 % 8% (+10 years) TA A NS DA TDA 64% 27% 4% 5% (State school) TA A NS DA TDA 18% 36% 46% (Private school) TA A NS DA TDA Lenght of experience State school vs. Private school </li> <li> 36. 1.C. THEY DO NOT ENCOURAGE US 75% 25% (-5 years) TA A N...</li></ul>