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dc.contributor.advisorAltay, İsmail Fırat
dc.contributor.authorDurhan, Gizem
dc.date.accessioned2019-09-16T06:17:33Z
dc.date.issued2019
dc.date.submitted2019-07-12
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dc.identifier.urihttp://openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/8913
dc.description.abstractThis study aimed to investigate the relationship between emotional intelligence and burnout. Additionally, English as a foreign language (EFL) teachers’ emotional intelligence and their levels of burnout were investigated as separate constructs in terms of specific demographic variables. In the methodology, quantitative research design was adopted and a correlational research was conducted. The participants were 166 English teachers among which are 129 females and 37 males. Participants work in public school in Giresun, Turkey. Ages of the participants ranged from 24 to 30 and their years of experience ranged from 1 year to 30 years. Assessing Emotions scale was utilized to measure English teachers’ emotional intelligence, Teacher Burnout Scale was utilized to measure their level of burnout, and the correlation of the two constructs was analyzed. The findings of this study revealed that participants have high level of emotional intelligence and low level of burnout. Managing one’s emotions, managing other’s emotions, and utilizing emotions correlated negatively with participants’ burnout level. Moreover, further investigation indicated that emotional intelligence could predict burnout. The findings of this study can be used to raise English teachers’ emotional awareness and to take precautions to minimize teacher burnout.tr_TR
dc.description.tableofcontentsAbstract ii Öz iii Acknowledgements iv List of Tables vii List of Figures viii Symbols and Abbreviations ix Chapter 1 1 Introduction 1 Statement of the Problem 6 Aim and Significance of the Study 6 Research Questions 7 Assumptions 8 Limitations 8 Definitions 9 Chapter 2 10 Literature Review 10 Emotion 10 Emotional Intelligence 12 Measures of Emotional Intelligence 16 Empirical Studies on Emotional Intelligence 18 Conceptual Development of Burnout 19 Burnout, Depression, and Stress 21 A Focus on Teacher Burnout 23 Sources of Burnout 26 Empirical Studies on Burnout 28 Emotional Intelligence and Burnout 30 Chapter 3 34 Methodology 34 Setting and Participants 35 Data Collection 35 Instruments 36 Data Analysis 37 Chapter 4 42 Findings 42 Chapter 5 57 Conclusion and Suggestions 57 Overview of the Research 57 Pedagogical Implications 59 Suggestions for Further Studies 61 References 63 APPENDIX-A: The Assessing Emotions Scale 83 APPENDIX-B: Teacher Burnout Scale 85 APPENDIX–C: Ethics Commitee Approval 86 APPENDIX-D: Declaration of Ethical Conduct 87 APPENDIX-E: Thesis Originality Report 88 APPENDIX-F: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı 89tr_TR
dc.language.isoentr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectEmotional intelligencetr_TR
dc.subjectBurnouttr_TR
dc.subjectEnglish teacherstr_TR
dc.subject.lcshKonu Başlıkları Listesi::Eğitimtr_TR
dc.titleThe Relationship Between English Teachers’ Emotional Intelligence And Their Burnout Leveltr_eng
dc.title.alternativeİngilizce Öğretmenlerinin Duygusal Zekaları ve Yıpranma Düzeyleri Arasındaki İlişkitr_TR
dc.typeinfo:eu-repo/semantics/masterThesistr_TR
dc.description.ozetBu çalışmanın ana amacı duygusal zekâ ve mesleki tükenmişlik kavramları arasında bir ilişki olup olmadığını araştırmaktır. Buna ek olarak çalışmaya katılan İngilizce öğretmenlerinin duygusal zekâları ve tükenmişlik seviyeleri belirli demografik değişkenler açısından ayrı ayrı yapılar olarak ele alınıp mevcut durum betimlenmiştir. Araştırma yöntemi olarak niceliksel araştırma yöntemi benimsenmiştir ve korelasyon araştırması yürütülmüştür. Yapılan bu çalışmaya Giresun ilindeki devlet okullarında çalışan 129 kadın ve 37 erkek olmak üzere 166 İngilizce öğretmeni katılmıştır. Katılımcıların yaşları 23 ile 54 arası ve mesleki deneyimleri 1 ile 30 yıl arası değişmektedir. Katılımcıların duygusal zekâlarını ölçmek için Duygusal Zekâ ölçeği, tükenmişlik seviyelerini ölçmek için Öğretmen Tükenmişlik ölçeği kullanılmıştır. Elde edilen veriler sayesinde bu iki kavram arasındaki ilişki araştırılmıştır. Araştırma bulgularında katılımcıların genel anlamda yüksek duygusal zekâ düzeyine ve düşük mesleki tükenmişlik düzeyine sahip oldukları sonucuna varılmıştır. Yapılan detaylı araştırma sonucunda, duygusal zekânın mesleki tükenmişliği öngörebileceği sonucuna varılmıştır. Araştırmadan elde edilen sonuçlar, İngilizce öğretmenlerinin duygusal farkındalıklarını artırmak için çalışmalar yapılmasında ve tükenmelerini en aza indirgeyecek tedbirler alınması konusunda kullanılabilir.tr_TR
dc.contributor.departmentYabancı Diller Eğitimitr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift-


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