Examining the Relationships between the Burnout Levels and Creative Thinking Levels of Special Education Teachers


Abstract views: 43 / PDF downloads: 32

Authors

  • Rabia Sultan GAZELCİ
  • Didem GUVEN
  • Hülya GÜLAY OGELMAN

DOI:

https://doi.org/10.33200/ijcer.1064934

Keywords:

Special education teachers, creative thinking, occupational burnout

Abstract

In this study, the relationships between the burnout and creative thinking levels of special education teachers (SET) were examined. In line with this purpose, 214 special education teachers were reached. Maslach Burnout Inventory-Educator’s Survey and Marmara Creative Thinking Tendency Scale were used in the study. As a result of the screening conducted based on the purpose, it was revealed that the creative thinking tendencies of SETs decrease as their burnout levels increase; their creative thinking, self-discipline, novelty-seeking, courage, curiosity, and flexibility levels decrease as their emotional exhaustion levels increase; and their creative thinking, self-discipline, novelty-seeking, courage, curiosity, doubt, and flexibility levels increase as their personal accomplishment levels increase. In conclusion, improving the salaries, providing trainings on scientific-based practices, and organizing in-service trainings were suggested in the study in order to reduce the burnout of SETs and increase their creative thinking tendencies.

Author Biographies

Rabia Sultan GAZELCİ

Rabia Sultan GAZELCİ
Bir kuruma bağlı değildir
0000-0002-3484-7408
Türkiye

Didem GUVEN

Corresponding Author: Didem Guven, didem.guven@izu.edu.tr

Didem GUVEN
İstanbul Sabahattin Zaim Üniversitesi
0000-0002-5388-6963
Türkiye

Hülya GÜLAY OGELMAN

Hülya GÜLAY OGELMAN
Sinop Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Okul Öncesi Eğitimi ABD.
0000-0002-4245-0208
Türkiye

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Published

2022-10-30

How to Cite

GAZELCİ, R. S., GUVEN, D., & GÜLAY OGELMAN, H. (2022). Examining the Relationships between the Burnout Levels and Creative Thinking Levels of Special Education Teachers. International Journal of Contemporary Educational Research, 9(3), 509–518. https://doi.org/10.33200/ijcer.1064934

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