Identifying the Relationship between Professional Self-Efficacy and Burnout Levels of Teachers Working in Special Education Centres

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In the field of special education, pre-school education teachers, special education teachers specialized in teaching those who are handicapped, visually impaired, whose hearing is impaired, mentally retarded children etc. and different professional groups such as psychologists, psychological counsellors and physiotherapists all work together. For many reasons, the professional self-efficacy of teachers working in special education centres decreases and they exhibit a higher burnout rate. The purpose of this study is to learn the professional self-efficacy and professional burnout levels of teachers from the personnel working in special education centres and to examine the relationship between their professional self-efficacy and burnout. In this study the relational screening model was used among the general screening methods. The study was conducted with the teachers of visually, hearing and mentally impaired students and pre-school education teachers (318 teachers) who volunteered their participation in this study amongst the teachers working in special education centres in Ankara province. A Personal Information Form, Teacher Professional Self-Efficacy Scale and Teacher Professional Burnout Scale were employed in order to collect the data that was studied. This research showed a significant relationship between teacher professional self-efficacy and professional burnout scale scores and in all sub-dimensions of both scales. It was established that a negative relationship existed between professional self-efficacy and the professional burnout levels of these teachers.

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Burnout , Self , Efficacy , Special Education Teacher , Pre , school Education Teachers

Mediterranean Journal Of Humanities

241

Mediterranean Journal Of Humanities