Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. “Maslach Burnout Inventory-Student Form”, “Faculty Life Quality Scale” and “Occupational Anxiety Scale for Pre-Service Teachers” were used in the collection of the research data. The information on the demographic features of the participants was collected as gender, age, branch and division. Arithmetic mean and T-test were used in the analysis of the data. In the research, it was seen that the burnout levels of pre-service teachers are at moderate level, and they are centred the dimension of feeling competent. It was found that occupational anxiety is centred in appointment related anxiety. It was seen that the level of satisfaction on the quality of faculty life is at a moderate level and it is centred on the dimension of satisfaction with the teaching staff. It was found that the faculty life quality satisfaction levels of female pre-service teachers are higher than male pre-service teachers. On the other hand, the burnout and occupational anxiety levels of female pre-service teachers were found significantly higher than male pre-service teachers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it