2014 Uluslararası Lider Martılar Projesi No1 2014 International ICT Leadin Seagulls Project #1 Burnout Teachers_Boun

1. BURN-OUT PROBLEMS OF ENGLISH
TEACHERS
http://www.teacherade.com/2011/09/teacher-burnout-you-want-to-teach.html

3. Onur ASLAN
Taner BABA
Yusuf ERIN
Müslüm ISOT
http://tr.wikipedia.org/wiki/Dosya:Boğaziçi_Üniversitesi_Logosu.jpg
Growing Roses from Ashes
We integrate social networks into our group work and we prepared this project online 

4. CONTENTS:
 Problem Statements
 Gannt Card
 Literature Review
 Main and Root Causes
 Matrix Diagram
 Fishbone Diagram
 Data Collection and Analysis
 Suggestions
 Conclusion
 References

5. RESEARCH QUESTION
 Why do English teachers in Turkey face burn-out
problems?

7. LITERATURE REVIEW
 There are lots of handicaps, difficulties and
problems that teachers face during their profession.
Burn out in teachers is one of those problems, and
actually, it is really a serious problem in Turkey. In
this paper, we will try to present some scientific
data about burn out in teachers, and try to elicit
some specific points for English teachers in Turkey.

8. LITERATURE REVIEW (CONT.)
 Friesen and et al. (1988) tried to find possible
answers of the question “why teachers burn out”
and they conducted their studies with 1,211
teachers to detect different possibilities for this
problem. Work stress, environmental effects, and a
group of personal reasons were main reasons for
that problem, but the important point was that, most
of the teachers expressed their problems in a
unique way, which shows that despite the common
points, every case carries its own uniqueness.

9. LITERATURE REVIEW (CONT.)
 Burke and Greenglass(1993) illuminates our point
in a more detailed way in their article, and there are
more specific point which we can apply to the
English teachers in Turkey. To illustrate, decreasing
resources, difficult students and increasing class
population are shown as the important factors
which affect the psychology of the teachers.

10. LITERATURE REVIEW (CONT.)
 In Turkey, especially in public schools, classes are
overcrowded and teachers don’t know how to
behave in such a situation. These factors provoke
emotional exhaustion, frustration and anger in
teachers and all these factors decrease the
efficiency of the teachers. Burken and
Greenglass(1993) also point out this situation and
explains the relationship between environmental
conditions and their effects on the teachers’
motivation.

11. LITERATURE REVIEW (CONT.)
 Burke and Greenglass(1993) uses the term
depersonalization to explain the psychological burn
out of teachers, and the same term is used by
Yavuz(2009) in his article An investigation of burn
out levels of teachers working in elementary and
secondary educational institutions and their
attitudes to classroom management.

12. LITERATURE REVIEW (CONT.)
 Yavuz(2009), in his article, concludes that there is
no significant difference between male and female
teachers in terms of emotional exhaustion,
depersonalization and demotivation. What Yavuz
helps us to understand for our own study is that
working conditions are really important factors for
teachers’ motivation.

13. LITERATURE REVIEW (CONT.)
 Hiep (2007), in his article “Communicative language
teaching: unity within diversity”, expresses the
problems which some English teachers face in
Vietnam. As Turkey is also a country where English
is taught as a foreign language as in Vietnam, we
tried to apply these points to our own situation.

14. LITERATURE REVIEW (CONT.)
 Hiep(2007) states that some methodologies which
are imported from America or Britain are not
suitable for these local areas and teacher have
difficulty to apply the same method without adapting
it to the local dynamics. The conclusion is that
teachers should play active role while choosing and
applying the methods to the class, and should be
aware of the unique circumstances of the local
dynamics.

15. LITERATURE REVIEW (CONT.)
 Lastly, Kumaravadivelu(2003) states that each
situation, environment, school has a particular
property, and methods can not be used everywhere
in the same way, which is called particularity of the
method. This issue can give us an opinion about
the situation in Turkey.

16. FISHBONE DIAGRAM

17. MAIN AND ROOT CAUSES
 Administrators:
1. do not provide materials and opportunities
2. are too strict
3. do not give enough importance to English
 Teachers
1. lack of teachers
2. cooperation problems
3. lack of teaching skills

18. MAIN AND ROOT CAUSES
 Students
1. lack of motivation for English
2. need too much attention
 Parents
1. lack the need for learning about their children’s
progress
2. do not help the teachers

19. MATRIX DIAGRAM
. Administrators Teachers Students Parents
Onur ASLAN 5 4 3 4
Taner BABA 5 6 2 7
Yusuf ERIN 6 6 4 5
Müslüm
ISOT 7 5 5 6
Total 23 21 14 22
Percentage %28,75 %26,25 %17,50 %27,50

20. MAIN CAUSES
0
5
10
15
20
25
30
Müslüm
Yusuf
Taner
Onur

21. Main Causes
Administrators
Teachers
Students
Parents

22. DATA COLLECTION
 Data collection methods
I. A Questionnaire
II. Interviews with English teachers (including our
teachers from high schools, mentors at practicum
schools and friends who have been recently
appointed)

23. QUESTIONNAIRE

24. QUESTIONNAIRE (CONT.)

25. QUESTIONNAIRE (CONT.)

26. INTERVIEW
How long have you
been teaching?
Have you ever experienced
burn-our problems in your
profession
If yes, why do you think
so?
If no, what kind of a problem
might make you think so?
What was the
reason(s) for this
problem?
What might be the reason(s)
for this problem?
How do you feel
now?
What do you
suggest to avoid
such problems?

27. SOME SAMPLE DATA FROM OUR
INTERVIEWEES
 …It does not take too long for reality to destroy the
idealistic teacher in you. I do not know who to
blame, the system, maybe…
 …Indeed, I like my job, but some external factors
do not let me like my job…
 …Teachers are not granted what they deserve…

28. …Being a teacher is seen as a trivial job, not something
prestigious, if you want your teachers to make a
difference, equip them with all they need, and give them
the chance to lead a life in which they can make a
difference then…
 Language teaching is quite different from teaching other
subjects. How come can they expect us to teach English
well using only a blackboard? Can you imagine? To what
extent can it be possible? A great number of state…

29. … schools lack necessary materials and technological tools
that could help conduct more communicative and
interactive classes. Some classrooms are over-crowded,
so lack of enough physical space hinders some
classroom activities. Moreover, the English books
provided by the Ministry of Education are all excellent (!),
unless you think that teaching Latin names of some
germs to 6th graders are non-sense. These are just a few
things yet. Sometimes I feel desperate, when all these
come together…

30.  …As I worked at various schools, I worked with various
students who have various backgrounds and socio
economic status. I believe that a teacher should
understand what their students need is and what their
goals and motives are and open a new perspective for
them. But sometimes they need learning ethics beside –
and sometimes before- English. And sometimes they
even think they don/t need English to cope with life.
Unfortunately, sometimes they are right. Some of my
primary school students had to work at a brick factory...

31.  (This is from a very young teacher) I have been teaching
for 7 months and I haven’t experienced any burnout
problems. However, If my students couldn’t use any of
the new information which i had given in the process, this
could be the reason for it… I would not feel okay.. To
avoid such problems, teachers should set up a real
communication with the students and make the students
love English.

32. INTERVIEW (FINDINGS)
? (What do you think about these statements made
by our teachers?)
 Teachers’ opinions are varying to a great extent and
we can say that they are not very happy with the
situation. However, some certain aspect of the
system had better be improved so that we can
enhance the quality of our language education.

33.  (A private school teacher, native speaker) … I have been
teaching very young learners for 8 years and I feel
exhausted anymore. When I go back home, I no longer
have any energy left to look after my 9-months-old boy
who deserves care more than these naughty kids. I am
going to change my job, high schoolers might be easier
in terms of classroom management but they are being
disrespectful sometimes, though..

34. DATA ANALYSIS (QUESTIONNAIRE)
Participants:
28 English teachers from our practicum schools and our
high schools.
Of all,
4 have been working for less than 5 years,
11 have been working for 5-10 years,
13 have been working for more than 10 years.
We categorized the results according to the length of
experience, and analyzed and concluded accordingly
regardless of gender since we think gender should be
the topic of another research.
We have also taken a look at the differences between
private and state schools.

35. 1. ADMINISTRATORS DEMOTIVATE ME
75%
25%
(-5 years)
TA
A
NS
DA
TDA
55%
27%
18%
(5-10 years)
TA
A
NS
DA
TDA
46
%
39
%
15%
(+10 years)
TA
A
NS
DA
TDA
68%
18%
14% (State school)
TA
A
NS
DA
TDA
33%
17%
50%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

36. 1.A. THEY DO NOT PAY ME WHAT I DESERVE
75%
25%
(-5 years)
TA
A
NS
DA
TDA
18%
28%
27%
18%
9%
(5-10 years)
TA
A
NS
DA
TDA
39
%
23
%
23
%
15
%
(+10 years)
TA
A
NS
DA
TDA
54%
23%
14%
9%
(State school)
TA
A
NS
DA
TDA
17%
17%
33%
33%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

37. 1.B. THEY DO NOT ORGANIZE IN-SERVICE
CONFERENCES TO INFORM US ABOUT CHANGES IN THE
FIELD
11%
11%
22%
56%
(-5 years)
TA
A
NS
DA
TDA
64%
18%
9%
9%
(5-10 years)
TA
A
NS
DA
TDA
23
%
31
%
15
%
23
%
8%
(+10 years)
TA
A
NS
DA
TDA
64%
27%
4% 5%
(State school)
TA
A
NS
DA
TDA
18%
36%
46%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

38. 1.C. THEY DO NOT ENCOURAGE US
75%
25%
(-5 years)
TA
A
NS
DA
TDA
31%
12%13%
13%
31%
(5-10 years)
TA
A
NS
DA
TDA
17
%
22
%
11%
22
%
28
%
(+10 years)
TA
A
NS
DA
TDA
73%
4%
14%
9%
(State school)
TA
A
NS
DA
TDA
16%
17%
67%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

39. 2. ADMINISTRATORS INTERVENE IN MY BUSINESS
75%
25%
(-5 years)
TA
A
NS
DA
TDA
55%
27%
18%
(5-10 years)
TA
A
NS
DA
TDA
23
%
31
%
15
%
31
%
(+10 years)
TA
A
NS
DA
TDA
54%
23%
9%
14%
(State school)
TA
A
NS
DA
TDA
17%
83%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

40. 3. ADMINISTRATORS DO NOT CREATE A CONVINIENT
ENVIRONMENT TO TEACH ENGLISH
75%
25%
(-5 years)
TA
A
NS
DA
TDA
27%
37%
9%
27%
(5-10 years)
TA
A
NS
DA
TDA
15
%
39
%
31
%
15
%
(+10 years)
TA
A
NS
DA
TDA
46%
36%
9%
9%
(State school)
TA
A
NS
DA
TDA
17%
33%
50%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

41. 3.A. THEY DO NOT ALLOCATE ENOUGH PHYSICAL
EQUIPMENTS
75%
25%
(-5 years)
TA
A
NS
DA
TDA
27%
37%
9%
27%
(5-10 years)
TA
A
NS
DA
TDA
15
%
39
%
31
%
15
%
(+10 years)
TA
A
NS
DA
TDA
46%
36%
9%
9%
(State school)
TA
A
NS
DA
TDA
17%
33%
50%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

42. 3.B. THEY DO NOT SUPPLY ADEQUATE
MATERIALS
75%
25%
(-5 years)
TA
A
NS
DA
TDA
27%
37%
9%
27%
(5-10 years)
TA
A
NS
DA
TDA
15
%
39
%
31
%
15
%
(+10 years)
TA
A
NS
DA
TDA
46%
36%
9%
9%
(State school)
TA
A
NS
DA
TDA
17%
33%
50%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

43. 4. I DO NOT LOVE MY JOB
33%
67%
(-5 years)
TA
A
NS
DA
TDA
9% 18%
9%27%
37%
(5-10 years)
TA
A
NS
DA
TDA
31
%
38
%
8%
8%
15
%
(+10 years)
TA
A
NS
DA
TDA
9%
59%
14%
14%
4%
(State school)
TA
A
NS
DA
TDA
17%
33%
50%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

44. 4.A. I DID NOT WANT TO BE A TEACHER
20%
40%
40%
(-5 years)
TA
A
NS
DA
TDA
9% 18%
9%27%
37%
(5-10 years)
TA
A
NS
DA
TDA
31
%
38
%
8%
8%
15
%
(+10 years)
TA
A
NS
DA
TDA
9%
59%
14%
14%
4%
(State school)
TA
A
NS
DA
TDA
17%
33%
50%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

45. 4.B. I LOVED MY JOB AT FIRST BUT NOW I HATE
IT
20%
40%
40%
(-5 years)
TA
A
NS
DA
TDA
9%
37%
36%
18%
(5-10 years)
TA
A
NS
DA
TDA
8%
31
%
15
%
31
%
15
%
(+10 years)
TA
A
NS
DA
TDA
23%
45%
18%
14%
(State school)
TA
A
NS
DA
TDA
33%
67%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

46. 5. I HAVE NOT BEEN CREATED TO TEACH
ENGLISH
25%
50%
25%
(-5 years)
TA
A
NS
DA
TDA
20%
40%20%
20%
(5-10 years)
TA
A
NS
DA
TDA
8%
46
%
46
%
(+10 years)
TA
A
NS
DA
TDA
18%
32%27%
23%
(State school)
TA
A
NS
DA
TDA
16%
17%
67%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

47. 6. I AM NOT ADEQUATELY MOTIVATED TO TEACH
ENGLSIH
25%
75%
(-5 years)
TA
A
NS
DA
TDA
18%
46%
36%
(5-10 years)
TA
A
NS
DA
TDA
54
%
31
%
15
%
(+10 years)
TA
A
NS
DA
TDA
36%
27%
23%
14%
(State school)
TA
A
NS
DA
TDA
33%
67%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

48. 7. STUDENTS DO NOT LIKE ENGLISH
25%
75%
(-5 years)
TA
A
NS
DA
TDA
18%
46%
18%
18%
(5-10 years)
TA
A
NS
DA
TDA
43
%
17
%
8%
6%
26
%
(+10 years)
TA
A
NS
DA
TDA
36%
32%14%
18%
(State school)
TA
A
NS
DA
TDA
12%
63%
25%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

49. 8. STUDENTS ARE NOT INTERESTED IN LEARNING
ENGLISH
25%
75%
(-5 years)
TA
A
NS
DA
TDA
18%
46%
18%
18%
(5-10 years)
TA
A
NS
DA
TDA
43
%
17
%
8%
6%
26
%
(+10 years)
TA
A
NS
DA
TDA
36%
32%14%
18%
(State school)
TA
A
NS
DA
TDA
12%
63%
25%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

50. 9. PARENTS DO NOT WANT THEIR CHILDREN TO
LEARN ENGLISH
75%
25%
(-5 years)
TA
A
NS
DA
TDA
18%
46%
18%
18%
(5-10 years)
TA
A
NS
DA
TDA
8%
46
%
31
%
15
%
(+10 years)
TA
A
NS
DA
TDA
36%
32%14%
18%
(State school)
TA
A
NS
DA
TDA
12%
63%
25%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

51. 10. PARENTS DO NOT COLLABORATE WITH ME
75%
25%
(-5 years)
TA
A
NS
DA
TDA
18%
46%
18%
18%
(5-10 years)
TA
A
NS
DA
TDA
8%
46
%
31
%
15
%
(+10 years)
TA
A
NS
DA
TDA
36%
32%14%
18%
(State school)
TA
A
NS
DA
TDA
12%
63%
25%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

52. 11. PARENTS DO NOT ENCOURAGE THEIR STUDENTS
TO LEARN ENGLISH
25%
75%
(-5 years)
TA
A
NS
DA
TDA
18%
46%
18%
18%
(5-10 years)
TA
A
NS
DA
TDA
43
%
17
%
8%
6%
26
%
(+10 years)
TA
A
NS
DA
TDA
36%
32%14%
18%
(State school)
TA
A
NS
DA
TDA
12%
63%
25%
(Private school)
TA
A
NS
DA
TDA
Lenght of experience
State school vs. Private school

53. FINDINGS (QUESTIONNARE)
-Administrative problems play an important role in burn-out
problems both in state and private schools.
-Salary expectations change in years and they may change from
person to person.
-In the first years of teaching, teachers complain about the lack
of in-service activities.
-Administrators do not encourage teachers as expected.
-There is an interesting tendency of administrators to intervene
in teachers’ business in state school, but this situation is totally
different in private school.
-In the first years of teaching, teachers have problems with
finding a suitable environment for teaching English. In the later
stages, teachers experience such problems less. This may be
because of that they lost their hope in time. In private schools,
teachers experience this kind of problems less.
-Physical conditions and materials are also a bigger problem in
state schools when compared to private schools.

54. FINDINGS (QUESTIONNARE)
-In first years of teaching, teachers think they do not love their job. This may
be due to a post-graduation syndrome.
-Many teachers in state schools wanted to be a English teacher at
beginning and they think that they are liable to teach English. Later on, they
begin to hate their job. ( This is a totally burn-out. )
-At first years, many of teachers are motivated, but later on they become
demotivated. (This is also a totally burn out.)
-Some of the teachers think that their students do not like English, some of
them are not sure of that in state schools. However, in private schools many
teachers think that their students like English. ( This may be because of
facilities in private schools.)
-Parents whose children are in state schools are responsible for their
children’s negative attiutudes according to teachers.
-Teachers complain about parents’ lack of colloboration with them. In private
schools, the situation is totally different.
-That parents do not encourage their children is an huge problem in state
school.

55. SELF-CRITIQUE
 Because this is a small-scale research and we had
to employ convenience sampling, we cannot say
that we can make absolutely healthy
generalizations representing the whole population,
as there are great fluctuations from region to
region, from district to district, and even from
teacher to teacher. Further research is needed.

56. REFERENCES
 İmece Circles by Dr. Hayal Köksal.
 Burke, R. J., & Greenglass, E. (1993). Work stress,
role conflict, social support, and psychological
burnout among teachers. Psychological Reports,
73, 371-380.
 Friesen, D., Prokop, C.M., & Sarros, J.C. Why
teachers burn out. Educational Research
Quarterly,12,9-19.

57. REFERENCES
 Hiep, P.H.(2007). Communicative language
teaching:unity within diversity.ELT Journal:English
Language Teachers Journal, vol.61 Issue 3,p.193.
 Kumaravidavelu, B. ( 2003). A postmethod
perspective on English language teaching. WorId
Englishes.Vol 22, No 4, pp.539- 550.
 Yavuz,M(2009). An investigation of burn out levels
of teachers working in elementary and secondary
educational institutions and their attitudes to
classroom management. Educational Research and
Reviews.Vol,4(12)pp.642-649.

58. SPECIAL THANKS TO DR. HAYAL KÖKSAL

59. SPECIAL THANKS FOR YOUR ATTENTION