An Investigation of the Relationship between COVID-19 Anxiety and Burnout among Music Teachers

Muhsin Sarikaya
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Abstract


In this study, it was aimed to examine the music teachers’ COVID-19 anxiety and burnout levels in terms of some variables during the pandemic. The COVID-19 anxiety and burnout of music teachers during the pandemic were compared according to the variables of gender, age, marital status and professional seniority based on the correlational and causal comparison method. In addition, survey design was used to identify the relationship between music teachers' COVID-19 anxiety and professional burnout. The sample of the research consisted of 215 music teachers working in Konya, Aksaray, Karaman, Niğde and Nevşehir provinces and was determined by convenience sampling method. Maslach Burnout Inventory and COVID-19 anxiety scales were used to collect data. Research findings showed that music teachers' burnout and COVID-19 anxiety were at high levels during the pandemic. In addition, music teachers' burnout and COVID-19 anxiety differed by gender, professional seniority, marital status and the type of school they work at. It was found that female music teachers had a significantly higher perceived burnout than their male colleagues. Besides, single or widowed music teachers had higher burnout compared to their married colleagues. The burnout and mean scores of COVID-19 anxiety of music teachers working in private schools were significantly higher than those of teachers working in public schools. Finally, there was a significant and positive relationship between music teachers' anxiety about COVID-19 and perceived burnout during the pandemic.

Keywords


Music teachers, Burnout, COVID-19, Anxiety

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References


Sarikaya, M. (2021). An investigation of the relationship between COVID-19 anxiety and burnout among music teachers. International Journal on Social and Education Sciences (IJonSES), 3(4), 789-806. https://doi.org/10.46328/ijonses.274




DOI: https://doi.org/10.46328/ijonses.274

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International Journal on Social and Education Sciences (IJonSES) - ISSN: 2688-7061


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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.