Çocuk ve Gelişim Dergisi

Yazarlar: Gül KADAN, Neriman ARAL

Konular:Sosyal

DOI:10.36731/cg.414434

Anahtar Kelimeler:Childrwith atypical development,Teacher,Education-training,Education right,Mainstreaming students.

Özet: Education has a very important place in the future of a society. However, education does not make a sense alone in the future of a society. Also the attitudes and knowledge of teachers who will carry out these educational activities are also important in this process. Moreover teacher should be able to develop educational activities including the students showing atypical development, teaches may also need to spend an emotional labor. Even though emotional labor is defined as the teachers’ capacity of regulating their emotions and behaviors used while conducting the educational activities, it also stated that it may lead to burnout. Particularly, it can be considered that especially teachers who carry out the mainstreaming application frequently experience burnout as a result of intensive use of emotional labor behaviors. It is aimed to determine whether the emotional labor and burnout levels of the teachers who carry out the mainstreaming in the research are differentiated according to some variables and to determine whether there is a relationship between emotional labor and burnout. This descriptive study was conducted with to teachers who had mainstreaming students in their class at primary and secondary school level affiliated with Provincial Directorate for National Education of Çankırı. Ethics committee approval for the study was taken from Provincial Directorate for National Education of Çankırı, after the approval of the ethics committee, the school administrators and teachers were informed about the purpose of the study by going to the school and the study was conducted with the teachers who were voluntary to participate in the study. “General Information Form”, “Emotional Labor Scale” and “Burnout Inventory” were used as data collection tool in the study. 50% of the teachers included in the study were female 50% were male; 42,9% were in age group of 21-30 years, 31,4% had a seniority of 16 years and more and 64,3%had a students with mental deficiency in their class. As a result of the study, it is seen that gender, age, occupational seniority, deficiency type of the mainstreaming students cause a significant difference in some subscales of emotional labor scale, and marital status and deficiency type of the mainstreaming students cause a significant difference in depersonalization subscale of burnout inventory, whereas, a significant correlation was found between the subscales of emotional labor scale and the subscales of burnout inventory. Based on the results obtained from the study, it can be recommended to support the teachers who conduct the mainstreaming application more, provide in service trainings on special education to the teachers and increase the effectiveness of the existing practices, ensure school-family- teacher cooperation.

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