Zihinsel, görme ve işitme özürlü çocuklara eğitim veren özel eğitim kurumlarında çalışan öğretmenlerin kişilik özelliklerinin belirlenmesi ve karşılaştırılması

Abstract

öğretmenleri mesleki doyum almanın yanı sıra kendilerini çaresiz ve branş öğretmenleri ise mesleki doyum alsalar bile, kendilerini mesleki olarak gerilemiş hissettikleri; sağlanan olanakları yetersiz olarak algıladıkları ve özel eğitim okulları arasında en ağır yükün öğretilebilir çocuklar okullarında çalışan öğretmenlerde olduğu ortaya çıkmıştır.

V SUMMARY This study is designed to determine the characteristics of the teachers working with mentally retarded, visually impaired and deaf children in seven special education schools in İzmir. 170 special educators (104 female, 66 male), completed a survey that included Maslach Burnout Inventory (MBI), Trait Anxiety Inventory (TAI) and a qustionnaire to assess the demographic varaibles, working conditions, job satisfaction, feelings when working with handiccapped children and intent to leave the profession. Findings indicate that gender, profession and the type of handicapped group they were working with, show no effect on reported levels of trait anxiety and depersonalization (D). Both teacher profession (F=3.68, p<.05) and the group of handicapped children (F=.73,p<01), played a significant role in the experience of emotional exhaustion (EE), so that the teachers working with trainable retarded children were emotionally exhausted in relation to the teachers working with educable retailed, visually impaired and deaf children, having the hightest mean scores from the EE subscale. Teachers with the profession of special education, reported higher level of EE when compared to the primary school teachers and the branch teachers. As to the demographic variables, years of experience were positively correlated with personal accomplishments (PA), age and the years of experience were negatively correlated with EE, and the working hours were positively correlated with EE dimension of burnout. Among the varaibles related with the working conditions and job satisfaction; 8% of the teachers found themselves as not fitting to special education; 25% intented to work with normal children; most of them started towork in special education schools unwillingly; teachers with primary school profession experienced job dissatisfaction but satisfied by the help they are giving to the children; teachers with the profession of special education experienced job satisfaction but felt helplessness in working conditions; and the branch teachers experienced job satisfaction but felt they were behind their colleagues. Results suggest that the teachers working with trainable retarded children and the teachers with the profession of special education revealed the greatest varience in relation to working conditions and the level of emotional exhaustion.