Üniversitelerdeki İngilizce Okutmanlarının Örgütsel İklim Algıları İle Mesleki Tükenmişlik Düzeyleri Arasındaki İlişki

Abstract

In this research, it is aimed to reveal the relationships between the perceptions of organizational climate and the levels of occupational burnout of English language instructors working in preparatory schools of state and private universities in Ankara. Within the scope of this study, it has been attempted to find out whether the instructor’s organizational climate perceptions and occupational burnout levels differ according to various variables. Also, in this study whether the instructor’s organizational climate perceptions have an affect on occupational burnout levels of the instructors or not is tried to find out. By using a relational survey model, the descriptive study was carried out. The universe of the study consisted of 559 instructors working in state and private universities in the province of Ankara in 2014-2015 academic year. The study was completed with totally 300 instructors including 187 instructors working in three state universities and 113 instructors working in three private universities. “Organizational Climate Survey” and “Maslach Burnout Inventory” were used in this study. For the analysis of the data, descriptive statistics such as arithmetic averages and standard deviations, t-test, Anova, Pearson Correlation analysis and Multiple Linear Regression analysis were used. According to the results of the study, the perceptions of the instructors about the organizational climate are relatively positive. There is no significant difference in terms of sexes of instructors when the organizational climate is thought except “intimacy” the sub-dimension of organizational climate. As instructors’ tenure increases, colleague solidarity as an organizational climate perception also positively increases. When the institutions of the instructors are considered, it is found that organizational perceptions of the instructors in private universities are more positive than the instructors in state universities. Vocational burnout levels of the instructors are relatively low. There is no significant difference in terms of sexes of instructors when the occupational burnout is thought, in the same way, there is no significant difference in terms of instructors’’ tenure and institutions. Moreover, the level of emotional exhaustion and depersonalization of instructors decreases when administrators’ supportive behaviors to the instructors increases. Likewise, when administrators’ positive guidance increases, the level of emotional exhaustion of the instructors decreases. Furthermore, the level of emotional exhaustion and depersonalization decreases and the level of personal success increase positively while intimacy and colleague solidarity as an organizational climate perceptions increase. In addition, in multiple linear regression analysis it is found that administers positive supportive behaviors have an effect on the level of emotional exhaustion of the instructors. Also, colleague solidarity has an affect on the level of both emotional exhaustion and depersonalization of the instructors. Based on the results of the research, suggestions have been made to the administrators of English preparatory units to improve the organizational climate perceptions of the instructors and to guide how to decrease the level of vocational burnout of the instructors working in English preparatory units. In addition to this, important issues have been included to guide further studies.