Ortaöğretim öğrencilerinin okul iklimi algıları ile tükenmişlik düzeyleri arasındaki ilişki
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada ortaöğretim öğrencilerinin okul iklimi algıları ile okul tükenmişlik düzeyleri arasındaki ilişki incelenmiştir. Araştırmada genel tarama modellerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini Düzce il merkezindeki 500 ortaöğretim öğrencisi oluşturmaktadır. Verilerin toplanmasında "Demografik Bilgiler Formu", "Delaware Okul İklimi Ölçeği" ve "Okul Tükenmişlik Ölçeği" kullanılmıştır. Araştırma kapsamında elde edilen verilerin analizinde SPSS programı kullanarak Mann-Whitney U, Kruskal-Wallis H ve Spearman Rho Korelasyon analizinden yararlanılmıştır. Araştırma sonucuna göre, araştırmaya katılan ortaöğretim öğrencilerinin öğretmen-öğrenci ilişkileri, öğrenci-öğrenci ilişkileri, okul ilgisi alt boyutları ile okul ikliminin geneline ilişkin algılarının "katılıyorum" düzeyinde olduğu görülmüştür. Okul iklimi alt boyutlarından okul kurallarının adilliğine ilişkin algılarının "katılmıyorum" düzeyinde olduğu görülmüştür. Öğrencilerin, duygusal tükenme, duyarsızlaşma ve düşük kişisel başarı alt boyutları ile okul tükenmişliği genelinin "kısmen katılıyorum" düzeyinde olduğu görülmüştür. Okul tükenmişliği alt boyutları arasında en yüksek düzeyde algılanan boyutun "duyarsızlaşma", en düşük düzeyde algılanan boyutun ise "düşük kişisel başarı" olduğu görülmüştür. Cinsiyete göre fark testleri incelendiğinde "öğrenci-öğrenci ilişkileri", "okul ilgisi" ve "genel okul iklimi" ile "duygusal tükenme" düzeyleri arasında anlamlı farklılık vardır. Sınıf düzeyine göre fark testleri incelendiğinde "öğrenci-öğrenci ilişkileri", "okul ilgisi" ve "okul kurallarının adilliği" ve "genel okul iklimi" ile "duygusal tükenme", "duyarsızlaşma" ve "düşük kişisel başarı" ve "genel okul tükenmişliği" düzeyleri arasında anlamlı farklılık tespit edilmiştir. Okul türüne göre fark testleri incelendiğinde "öğretmen-öğrenci ilişkileri", "okul ilgisi" ve "okul kurallarının adilliği" ile "duyarsızlaşma" düzeyleri arasında anlamlı farklılık tespit edilmiştir. Başarı algısına göre fark testleri incelendiğinde "duygusal tükenme" ve "düşük kişisel başarı" ve "genel okul tükenmişliği" düzeyleri arasında anlamlı farklılık tespit edilmiştir. Okul iklimi algısı ile başarı algısı arasında anlamlı farklılık yoktur. Bu araştırma sonucunda ortaöğretim öğrencilerinin "okul iklimi" algıları ile "okul tükenmişliği" düzeyleri arasında negatif yönde, istatistiksel olarak anlamlı ve orta düzeyde bir ilişki elde edilmiştir.
This study examined the relationship between secondary school students' perceptions of school climate and their levels of school burnout. The relational screening model, one of the general screening models, was used in the study. The study sample consisted of 500 secondary school students in the provincial center of Düzce. The "Demographic Information Form," the "Delaware School Climate Scale," and the "School Burnout Scale" were used to collect data. Mann-Whitney U, Kruskal-Wallis H, and Spearman Rho correlation analyses were used in the analysis of the data obtained within the scope of the research using SPSS program. According to the results of the research, it was observed that the participating secondary school students' perceptions of the sub-dimensions of teacher-student relationships, student-student relationships, school interest, and the overall school climate were at the level of "I agree." It was observed that their perceptions of the fairness of school rules, one of the sub-dimensions of school climate, were at the level of "I disagree." It was observed that the students' perceptions of the sub-dimensions of emotional exhaustion, depersonalization, and low personal accomplishment, and the overall school burnout were at the level of "I partly agree." Among the sub-dimensions of school burnout, the dimension perceived at the highest level was "depersonalization", while the dimension perceived at the lowest level was "low personal accomplishment". When difference tests were examined by gender, there were significant differences between the levels of "student-student relationships," "school interest," "general school climate," and "emotional exhaustion." When difference tests were examined by grade level, significant differences were found between "student-student relationships," "school interest," "fairness of school rules," and "general school climate" and "emotional exhaustion," "depersonalization," "low personal accomplishment," and "general school burnout." When difference tests were examined by school type, significant differences were found between the levels of "teacher-student relationships," "school interest," "fairness of school rules," and "depersonalization." When difference tests were examined by perception of success, significant differences were found between the levels of "emotional exhaustion," "low personal accomplishment," and "general school burnout." There is no significant difference between perceptions of school climate and perceptions of success. This study found a negative, statistically significant, and moderate correlation between secondary school students' perceptions of "school climate" and their levels of "school burnout."
This study examined the relationship between secondary school students' perceptions of school climate and their levels of school burnout. The relational screening model, one of the general screening models, was used in the study. The study sample consisted of 500 secondary school students in the provincial center of Düzce. The "Demographic Information Form," the "Delaware School Climate Scale," and the "School Burnout Scale" were used to collect data. Mann-Whitney U, Kruskal-Wallis H, and Spearman Rho correlation analyses were used in the analysis of the data obtained within the scope of the research using SPSS program. According to the results of the research, it was observed that the participating secondary school students' perceptions of the sub-dimensions of teacher-student relationships, student-student relationships, school interest, and the overall school climate were at the level of "I agree." It was observed that their perceptions of the fairness of school rules, one of the sub-dimensions of school climate, were at the level of "I disagree." It was observed that the students' perceptions of the sub-dimensions of emotional exhaustion, depersonalization, and low personal accomplishment, and the overall school burnout were at the level of "I partly agree." Among the sub-dimensions of school burnout, the dimension perceived at the highest level was "depersonalization", while the dimension perceived at the lowest level was "low personal accomplishment". When difference tests were examined by gender, there were significant differences between the levels of "student-student relationships," "school interest," "general school climate," and "emotional exhaustion." When difference tests were examined by grade level, significant differences were found between "student-student relationships," "school interest," "fairness of school rules," and "general school climate" and "emotional exhaustion," "depersonalization," "low personal accomplishment," and "general school burnout." When difference tests were examined by school type, significant differences were found between the levels of "teacher-student relationships," "school interest," "fairness of school rules," and "depersonalization." When difference tests were examined by perception of success, significant differences were found between the levels of "emotional exhaustion," "low personal accomplishment," and "general school burnout." There is no significant difference between perceptions of school climate and perceptions of success. This study found a negative, statistically significant, and moderate correlation between secondary school students' perceptions of "school climate" and their levels of "school burnout."
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim
Kaynak
WoS Q Değeri
Scopus Q Değeri
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Künye
Tektaş, N. (2025). Ortaöğretim Öğrencilerinin Okul İklimi Algıları İle Tükenmişlik Düzeyleri Arasındaki İlişki (Tez No. 961860) [Yüksek Lisans Tezi, Düzce Üniversitesi].
