Okul Öncesi Öğretmenlerinin Bilinçli Farkındalık ve Tükenmişlik Puanları Arasındaki İlişkinin İncelenmesi

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2021-10-01
The purpose of this study is to examine the relationship among early childhood teachers' mindfulness and burnout scores. A total of 271 early childhood teachers working in public, early childhood institutions participated in this study, which used the correlational research model. The data of the study were gathered by “A Personal Information Form”, “Mindful Attention Awareness Scale (MAAS)”, and “Maslach Burnout InventoryEducator Form (MBI-EF)”. The data were analyzed through the SPSS program using a Pearson correlation and one-way ANOVA. According to the study’s findings, the mindfulness levels of the participants were high, and their burnout levels were low. There was also a moderate negative correlation between participants’ mindfulness and burnout scores. Finally, their mindfulness and burnout scores did not differ according to their personal data—age, years of professional experience, and average working hours per day. Since this study reveals the negative relationship between conscious awareness and burnout, it is assumed that it can add to the literature on the prevention of burnout in teachers through mindfulness practices.
e-Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (MAKÜ)

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Citation Formats
F. E. Tonga and F. Erden, “Okul Öncesi Öğretmenlerinin Bilinçli Farkındalık ve Tükenmişlik Puanları Arasındaki İlişkinin İncelenmesi,” e-Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (MAKÜ), no. 60, pp. 151–174, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/94444.