The relationship between pre-school teachers’ perceptions of career barriers and their levels of burnout and alienation

Abstract

With the study reported on here, we aimed to determine the career barriers on organisational alienation and professional burnout levels  of pre-school teachers and to reveal the relationship between their organisational alienation and burnout levels. A relational survey  model was used in the study. The population of the study consisted of 896 pre-school teachers who worked in public and private schools  in Mersin, Türkiye during the 2019–2020 academic year. The sample consisted of 309 pre-school teachers selected from the population  using the convenience sampling method. The data were collected using the women’s career barriers scale (İnandı, 2009a), Maslach  burnout inventory (Ergin, 1992) and pre-school teachers professional alienation scale (Kıhrı, 2013). Correlation and regression analyses  were performed on the data. As a result of the study, apart from social gender stereotypes and meaninglessness dimensions of  alienation, positive and highly significant relationships were found between all sub-dimensions of career barriers and all sub-dimensions  of alienation. Moreover, apart from social gender stereotypes and personal accomplishment sub-dimension of burnout, a positive and  highly significant relationship between all sub-dimensions of career barriers and all sub-dimensions of burnout was found.