ANNOUNCEMENT
Article Acceptance has started for 2025 November, 
Volume 3, Issue 2. DEADLINE 01 November 2025 .  Once the refereeing process of the submitted articles is completed, a doi record is created and they are published as an early issue.

THE PUBLICATION DATE OF THE MAY 2025 ISSUE (VOLUME 3 ISSUE 1) IS 30.05.2025. ARTICLES WHOSE PROCESS HAS BEEN COMPLETED WILL BE PUBLISHED AS SOON AS POSSIBLE.

Kasım 2025 Cilt 3, Sayı 2 için Makale Kabul Süreci Açılmıştır.
Bu sayı için en geç 01 Kasım 2025 tarihine kadar makale gönderilebilir.  Gönderilen makalelerin hakemlik süreçleri tamamlanınca doi kaydı yapılır ve erken sayı olarak yayımlanır.

MAYIS 2025 SAYISININ (CİLT 3 SAYI 1)  YAYIN TARİHİ 30.05.2025'TİR.  SÜRECİ BİTEN MAKALELER  EN KISA SÜREDE YAYINA AKTARILACAKTIR.  

                                                                                     
                                                                                 FULL ISSUE

 FROM THE EDITORS 

Devlet Okulu ve Özel Okulda Çalışan Öğretmenlerin Mesleki Tükenmişliklerinin Bazı Demografik Özelliklere Göre İncelenmesi

An Examination of the Professional Burnout of Teachers Working in Public and Private Schools According to Certain Demographic Characteristics

Süleyman Sefa Kefçi
Erzincan Binali Yıldırım Üniversitesi, ORCID: 0000-0002-9531-8040

Büşra Kefçi
Erzincan Binali Yıldırım Üniversitesi, ORCID: 0009-0000-9636-5247

Dr. Kasım Kağan Özlok
kasim.ozlok@ogr.ebyu.edu.tr,  ORCID: 0000-0002-0062-0205


Abstract

This study aimed to examine the professional burnout levels of teachers working in public and private schools based on certain variables. A mixed-methods approach was employed, with a sequential explanatory design preferred. The study group consisted of social media users who are teachers living in Turkey and have internet access. The quantitative portion utilized a cross-sectional survey model, reaching a total of 132 teachers via Google Forms to collect quantitative data. For the qualitative aspect, case study methodology was employed, with interviews conducted as the survey method. Participants in the qualitative dimension were selected using the maximum diversity sampling technique. In the quantitative dimension, data collection tools included a Personal Information Form and the Maslach Burnout Inventory Educators Form. Qualitative data were gathered through interview questions. Quantitative data were analyzed using SPSS, while qualitative data were analyzed through descriptive content analysis. The results indicated that male teachers experienced higher levels of burnout due to positive discrimination towards female teachers. The marital status of teachers did not significantly affect their burnout levels. Teachers with 6-10 years and 11 years or more of professional experience exhibited higher burnout levels compared to those in the early and late stages of their careers, suggesting that burnout increases during the middle years and then decreases. Teachers in the private sector were found to be more burned out than their public sector counterparts. This was attributed to differences in job security, financial factors, workload, and benefits, as well as the exam-oriented, stressful, and competitive nature of private sector employment. Additionally, teachers with higher weekly class hours reported greater levels of burnout, stemming from fatigue and a lack of personal time.

Keywords: Private school-public school teachers, professional burnout.

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ARTICLE- 2                                                                    Article Type: Reviw

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Epistomoloji  Interdisiplinarlıq

Epistomology Interdisciplinary

Assoc. Prof. Dr. Sevinc Sərdar qızı Əliyeva

Baku State University, ORCID: https://orcid.org/0000-0003-1158-8834


Abstract

Preparing people for informed and comprehensive life in dynamic knowledge societies requires the cultivation of synthesizing cognitions. We must develop the ability of people to integrate knowledge from a wide range of sources into a single knowledge in order to solve the problems of cultural and natural survival. Synthesis is a fundamental human ability. This ability manifests itself from a very early age, when children play symbolic games, create artistic compositions, or learn the rules of a new game. We learn to synthesize in a certain sense quite quickly, by participating in societies where analogies, rich visual representations, and simple systems exist. Today, interdisciplinary claims are clearly expressed in the missions of universities around the world. If we want to develop quality instructions and have students fulfill these institutional aspects, we must accept the understanding that people learn to synthesize as a necessity.

Keywords: Interdisciplinary, epistemological approach, cognitive development, model, thinking.

CITATION: Əliyeva, S. S. (2025). Epistomoloji Interdisiplinarlıq. Journal of educational studies (JEDUCAT), 3(1), 337-347. 
Doi: https://doi.org/10.5281/zenodo.15206285
Early Published: 15.04.2025
Published: 30.05.2025

         
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