burnout teachers

BURN-OUT PROBLEMS OF ENGLİSH TEACHERS

http://www.teacherade.com/2011/09/teacher-burnout-you-want-to-teach.html

Onur ASLANTaner BABAYusuf ERINMüslüm ISOT

http://tr.wikipedia.org/wiki/Dosya:Boğaziçi_Üniversitesi_Logosu.jpg

Growing Roses from Ashes

We integrate social networks into our group work and we prepared this project online

CONTENTS:

Problem Statements Gannt Card Literature Review Main and Root Causes Matrix Diagram Fishbone Diagram Data Collection and Analysis Suggestions Conclusion References

RESEARCH QUESTİON

Why do English teachers in Turkey face burn-out problems?

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.

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.


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.


In Turkey, especially in public schools, classes are overcrowded and teachers don’t 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.

LİTERATURE REVİEW (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.


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.


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.


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.


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.

FISHBONE DIAGRAM

MAIN AND ROOT CAUSES

Administrators:1. do not provide materials and opportunities2. are too strict3. do not give enough importance to English Teachers1. lack of teachers2. cooperation problems3. lack of teaching skills

MAIN AND ROOT CAUSES

Students1. lack of motivation for English2. need too much attention Parents1. lack the need for learning about their

children’s progress2. do not help the teachers

MATRIX DIAGRAM

. Administrators Teachers Students ParentsOnur ASLAN 5 4 3 4

Taner BABA 5 6 2 7

Yusuf ERIN 6 6 4 5Müslüm ISOT 7 5 5 6

Total 23 21 14 22

Percentage %28,75 %26,25 %17,50 %27,50

MAİN CAUSES

Adm

inistra

tors

Teac

hers

Stud

ents

Pare

nts

0

5

10

15

20

25

30

MüslümYusufTanerOnur

Main Causes

AdministratorsTeachersStudentsParents

DATA COLLECTİON

Data collection methodsI. A Questionnaire II. Interviews with English teachers (including

our teachers from high schools, mentors at practicum schools and friends who have been recently appointed)

QUESTIONNAIRE

QUESTIONNAIRE (CONT.)

QUESTİONNAİRE (CONT.)

INTERVİEW

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?

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…

…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…

… 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…

…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...

(This is from a very young teacher) I have been teaching for 7 months and I haven’t experienced any burnout problems. However, If my students couldn’t 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.

INTERVİEW (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.

(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..

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.

1. ADMİNİSTRATORS DEMOTİVATE ME

75%

25%

(-5 years)TAANSDATDA

55%2

7%

18%

(5-10 years)TAANSDATDA

46%

38%

15%

(+10 years)TAANSDATDA

68%

18%

14%(State school)

TAANSDATDA

33%

17%

50%

(Private school) TA

ANSDATDA

Lenght of experience

State school vs. Private school

1.A. THEY DO NOT PAY ME WHAT I DESERVE

75%

25%


18%27

%27%

18%

9%


38%

23%

23%

15%


55%

23%

14%

9%

(State school)TAANSDATDA

17%

17%

33%

33%

(Private school) TA

ANSDATDA



1.B. THEY DO NOT ORGANİZE İN-SERVİCE CONFERENCES TO İNFORM US ABOUT CHANGES İN THE FİELD

11%11%

22%

56%


64%1

8%

9%

9%


23%

31%

15%

23%

8%


64%

27%

5% 5%


18%

36%

45%

(Private school) TA

ANSDATDA



1.C. THEY DO NOT ENCOURAGE US

75%

25%


31%

13%

13%

13%

31%


17%

22%

11%22%

28%


73%

5%

14%

9%


17%

17%

67%

(Private school) TA

ANSDATDA



2. ADMİNİSTRATORS İNTERVENE İN MY BUSİNESS

75%

25%


55%2

7%

18%


23%

31%

15%

31%


55%

23%

9%

14%


17%

83%

(Private school) TA

ANSDATDA



3. ADMİNİSTRATORS DO NOT CREATE A CONVİNİENT ENVİRONMENT TO TEACH ENGLİSH

75%

25%


27%

36%

9%

27%


15%

38%

31%

15%


45%

36%

9%9%


17%

33%

50%

(Private school) TA

ANSDATDA



3.A. THEY DO NOT ALLOCATE ENOUGH PHYSİCAL EQUİPMENTS

75%

25%


27%

36%

9%

27%


15%

38%

31%

15%


45%

36%

9%9%


17%

33%

50%

(Private school) TA

ANSDATDA



3.B. THEY DO NOT SUPPLY ADEQUATE MATERİALS

75%

25%


27%

36%

9%

27%


15%

38%

31%

15%


45%

36%

9%9%


17%

33%

50%

(Private school) TA

ANSDATDA



4. I DO NOT LOVE MY JOB

33%

67%


9%18%

9%27%

36%


31%

38%

8%

8%

15%


9%

59%

14%

14%

5%


17%

33%

50%

(Private school) TA

ANSDATDA



4.A. I DİD NOT WANT TO BE A TEACHER

20%

40%

40%


9%18%

9%27%

36%


31%

38%

8%

8%

15%


9%

59%

14%

14%

5%


17%

33%

50%

(Private school) TA

ANSDATDA



4.B. I LOVED MY JOB AT FİRST BUT NOW I HATE İT

20%

40%

40%


9%

36%36

%

18%


8% 31%

15%

31%

15%


23%

45%

18%

14%


33%

67%

(Private school) TA

ANSDATDA



5. I HAVE NOT BEEN CREATED TO TEACH ENGLİSH

25%

50%

25%


20%

40%

20%

20%


8%

46%

46%


18%

32%

27%

23%


17%

17%

67%

(Private school) TA

ANSDATDA



6. I AM NOT ADEQUATELY MOTİVATED TO TEACH ENGLSİH

25%

75%


18%

45%

36%


54%3

1%

15%


36%

27%

23%

14%


33%

67%

(Private school) TA

ANSDATDA



7. STUDENTS DO NOT LİKE ENGLİSH

25%

75%


18%

45%

18%

18%


43%

17%7%

6%

26%


36%

32%

14%

18%


13%

63%

25%

(Private school) TA

ANSDATDA



8. STUDENTS ARE NOT İNTERESTED İN LEARNİNG ENGLİSH

25%

75%


18%

45%

18%

18%


43%

17%7%

6%

26%


36%

32%

14%

18%


13%

63%

25%

(Private school) TA

ANSDATDA



9. PARENTS DO NOT WANT THEİR CHİLDREN TO LEARN ENGLİSH

75%

25%


18%

45%

18%

18%


8%

46%

31%

15%


36%

32%

14%

18%


13%

63%

25%

(Private school) TA

ANSDATDA



10. PARENTS DO NOT COLLABORATE WİTH ME

75%

25%


18%

45%

18%

18%


8%

46%

31%

15%


36%

32%

14%

18%


13%

63%

25%

(Private school) TA

ANSDATDA



11. PARENTS DO NOT ENCOURAGE THEİR STUDENTS TO LEARN ENGLİSH

25%

75%


18%

45%

18%

18%


43%

17%7%

6%

26%


36%

32%

14%

18%


13%

63%

25%

(Private school) TA

ANSDATDA



FİNDİNGS (QUESTİONNARE)

-Administrative problems play an important role in burn-out problems both in state and private schools.-Salary expectations change in years and they may change from person to person.-In the first years of teaching, teachers complain about the lack of in-service activities.-Administrators do not encourage teachers as expected.-There is an interesting tendency of administrators to intervene in teachers’ business in state school, but this situation is totally different in private school.-In the first years of teaching, teachers have problems with finding a suitable environment for teaching English. In the later stages, teachers experience such problems less. This may be because of that they lost their hope in time. In private schools, teachers experience this kind of problems less.-Physical conditions and materials are also a bigger problem in state schools when compared to private schools.

FİNDİNGS (QUESTİONNARE)-In first years of teaching, teachers think they do not love their job. This may be due to a post-graduation syndrome. -Many teachers in state schools wanted to be a English teacher at beginning and they think that they are liable to teach English. Later on, they begin to hate their job. ( This is a totally burn-out. )-At first years, many of teachers are motivated, but later on they become demotivated. (This is also a totally burn out.)-Some of the teachers think that their students do not like English, some of them are not sure of that in state schools. However, in private schools many teachers think that their students like English. ( This may be because of facilities in private schools.)-Parents whose children are in state schools are responsible for their children’s negative attiutudes according to teachers. -Teachers complain about parents’ lack of colloboration with them. In private schools, the situation is totally different. -That parents do not encourage their children is an huge problem in state school.

SELF-CRITIQUE

Because this is a small-scale research and we had to employ convenience sampling, we cannot say that we can make absolutely healthy generalizations representing the whole population, as there are great fluctuations from region to region, from district to district, and even from teacher to teacher. Further research is needed.

REFERENCES

İmece Circles by Dr. Hayal Köksal.

Burke, R. J., & Greenglass, E. (1993). Work stress, role conflict, social support, and psychological burnout among teachers. Psychological Reports, 73, 371-380.

Friesen, D., Prokop, C.M., & Sarros, J.C. Why teachers burn out. Educational Research Quarterly,12,9-19.

REFERENCES

Hiep, P.H.(2007). Communicative language teaching:unity within diversity.ELT Journal:English Language Teachers Journal, vol.61 Issue 3,p.193.

Kumaravidavelu, B. ( 2003). A postmethod perspective on English language teaching. WorId Englishes.Vol 22, No 4, pp.539- 550.

Yavuz,M(2009). An investigation of burn out levels of teachers working in elementary and secondary educational institutions and their attitudes to classroom management. Educational Research and Reviews.Vol,4(12)pp.642-649.

SPECIAL THANKS TO DR. HAYAL KÖKSAL

SPECIAL THANKS FOR YOUR ATTENTION