Türk yükseköğretim düzeyinde İngilizce öğretmeni tükenmişliği

Burnout is a phenomenon that poses a risk for English language teachers whose human communication skills are at the forefront. This dissertation examined the burnout of English language teachers working at the tertiary level in seven regions of Türkiye using a mixed-methods design. The data collection tools were the English Language Teacher Burnout Scale (ELTBS) developed in the study, a demographic questionnaire, and interviews. The quantitative data were obtained from 1023 English teachers and were analyzed using SPSS, and the qualitative data were gathered from 18 English teachers and were analyzed via MAXQDA. The findings revealed that teachers' burnout levels generally showed a tendency towards the mid-range of the scale, reflecting the diversity of burnout experiences. For the analysis of demographics, t-test and one-way analysis of variance (ANOVA) were used as parametric tests. The results showed that teachers' burnout levels differed significantly according to gender, age, teaching period, marital status and weekly teaching load. Also, Teaching Disillusionment, Workload Affliction, Academic Oppression, Learner Alienation, Work-home Collision and Colleague Disaffection were determined as six main burnout dimensions via the ELTBS. Qualitative data, through content analysis, presented underlying themes such as Academic Pressure, Affective Distress, Professional Solitude, Career Marginalization and Learner Isolation, supporting quantitative data. Moreover, teachers' psychosomatic indicators of burnout included physical, psychological and behavioral symptoms. Teachers' burnout coping strategies were also identified. The results were discussed in comparison with the literature and various recommendations were presented.