Özel Eğitim ve Rehabilitasyon Merkezlerinde Görev Yapan Öğretmenlerin Karşılaştıkları Psikososyal Risklerin İş Sağlığı ve Güvenliği Açısından Değerlendirilmesi

Year 2023, Volume: 14 Issue: 2, 1534 - 1552, 28.12.2023

Şener Kabak Okan Özbakır

https://doi.org/10.51460/baebd.1310940

Cited By: 1

Abstract

Rehabilitation services are the process of providing disabled individuals with the highest level of integration into society. Thanks to these services, the quality of life of disabled individuals is improved and they are enabled to take a more active role in society. Special education teachers are one of the professional groups that play an important role in supporting the education and development of disabled individuals. However, this situation can also expose teachers to a range of psychological risk factors such as workload, stress, and challenging working conditions. Among the stress factors are meeting the special needs of students, communicating with families, and other social factors, as well as burnout syndrome. These factors can have negative effects on the psychological health of teachers and subsequently negatively affect their professional performance. The study shows that teachers working in special education and rehabilitation centers experience psychological problems resulting from the difficulty of their profession. The majority of teachers struggle with anxiety about the future and especially concerns about their children being born with disabilities leading to significant problems in their social lives. Additionally, a relationship between their work hours and psychological state has been identified.

Keywords

Özel eğitim öğretmeni, İş sağlığı ve Güvenliği, Psikososyal Risk, Tükenmişlik

Assessment of Psychosocial Risks Faced by Teachers Working in Special Education and Rehabilitation Centers in Terms of Occupational Health and Safety

Abstract

Rehabilitation services are the process of providing disabled individuals with the highest level of integration into society. Thanks to these services, the quality of life of disabled individuals is improved and they are enabled to take a more active role in society. Special education teachers are one of the professional groups that play an important role in supporting the education and development of disabled individuals. However, this situation can also expose teachers to a range of psychological risk factors such as workload, stress, and challenging working conditions. Among the stress factors are meeting the special needs of students, communicating with families, and other social factors, as well as burnout syndrome. These factors can have negative effects on the psychological health of teachers and subsequently negatively affect their professional performance. The study shows that teachers working in special education and rehabilitation centers experience psychological problems resulting from the difficulty of their profession. The majority of teachers struggle with anxiety about the future and especially concerns about their children being born with disabilities leading to significant problems in their social lives. Additionally, a relationship between their work hours and psychological state has been identified

Keywords

Special education teacher, Occupational health and safety, Psychosocial risks, Burnout

References

• Akdoğan, F. E. (2010). Zihin engelliler öğretmenlerinin öz yeterlik algıları ve stres düzeyleri arasındaki ilişki (Yüksek lisans tezi), Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
• Anbar, A. & Eker, M. (2008). An examination of the relationship between burnout and job satisfaction among Turkish accounting and finance academicians. European Journal of Economic and Political Studies (EJEPS), 1(1), 46-67.
• Ardiç, K. & Polatci, S. (2008). Tükenmişlik sendromu akademisyenler üzerinde bir uygulama (GOÜ Örneği). Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 10(2), 69-96.
• Arı, G. S. & Bal, E. Ç. (2008). Tükenmişlik kavramı: Birey ve örgütler açısından önemi. Yönetim ve Ekonomi Dergisi, 15(1), 131-148.
• Arslan, G. & Aslan, G. (2014). Zihin engelli bireylere eğitim veren öğretmenlerin tükenmişlik düzeylerinin incelenmesi (Tokat ili örneği). Eğitim Bilimleri Araştırmaları Dergisi, 4(2), 49-66.
• Arşit, M. H. (2019). Özel eğitim okulları ile rehberlik ve araştırma merkezlerinde görev yapan rehberlik öğretmenlerinin özel eğitimde rehberlik ve psikolojik danışma hizmetlerine ilişkin özyeterliliklerinin incelenmesi (Yüksek lisans tezi), Biruni Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul
• Atmaca, U. & Uzuner, Y. (2020). Özel eğitim ve rehabilitasyon merkezlerinde çalışan öğretmenlerin işitme kayıplı bireylere verilen destek hizmetlerine ilişkin görüşlerinin incelenmesi: Fenomenolojik araştırma. Eğitimde Nitel Araştırmalar Dergisi, 8(4), 1214-1248.
• Aydın, M. & Egemberdiyeva, A. (2018). Üniversite öğrencilerinin psikolojik sağlamlık düzeylerinin incelenmesi. Türkiye Eğitim Dergisi, 3(1), 37-53.
• Baltacı, H. Ş. & Demir, K. (2012). Sınıf öğretmeni adaylarının duygusal zekâları ve öfke ifade tarzları. Educational Sciences: Theory & Practice, 12(4), 2413-2428.
• Başal, M. & Batıt, E. S. (2002). Zihin özürlü öğrencilere okuma yazma öğretme konusunda alt özel sınıf öğretmenlerinin görüş ve önerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 3(02), 85-98. https://doi.org/10.1501/Ozlegt_0000000067