Öğretmenlerde İş Stresi ve Mesleki Tükenmişliğin İş Tatmini ve Mesleki Duygusal Bağlılık Üzerindeki Etkisi

Abstract

This paper aims to examine the relationships between the job stress, occupational burnout, job satisfaction and occupational affective commitment factors that teachers' experience while performing their duties. The research has a quantitative research pattern. A sample of 550 teachers from public and private schools was used to test the hypotheses of the research. The ones in the sample were determined by simple random sampling technique. The data of the research were collected through the survey method between 11 November and 20 December 2019 by face-to-face interviews with teachers. The reliability of the data was calculated with the Alpha (α) model (Cronbach Alpha Coefficient). Eigenvalue statistics were used to determine the factors and Varimax rotation was used. The degree of relationship between the factors was determined based on the Pearson Correlation coefficient. Hypotheses were tested by stepwise regression analysis method. As a result of the research, the following findings were reached: There is a significant and negative relationship between job satisfaction and occupational affective commitment and job stress and occupational burnout dimensions (decrease in personal accomplishment, depersonalization, emotional exhaustion). A positive relationship was found between job satisfaction and occupational affective commitment. A positive relationship was found between job satisfaction and occupational affective commitment. Job stress and occupational burnout dimensions have a significant and negative effect on job satisfaction. Job satisfaction has a positive effect on occupational affective commitment. It was concluded that emotional exhaustion and depersonalization have a negative effect on occupational affective commitment. On the other hand, there was no significant effect of job stress and decrease in personal accomplishment on occupational affective commitment. Therefore, the main factors that cause teachers to experience work stress and occupational burnout should be identified, eliminated or the effects of these factors should be minimized. In this way, it is possible to increase teachers' job satisfaction and occupational affective commitment.