THE EFFECT OF PROFESSIONAL COMMITMENT AND ORGANIZATIONAL COMMITMENT ON TEACHERS' BURNOUT IN EDUCATIONAL ORGANIZATIONS INSTITUTIONS

Abstract

The achievement of goals in educational institutions depends on the attitudes and behaviors of teachers. There is a relationship between teachers' loyalty to their profession in education and training services, their organizational commitment to the school they teach and their burnout levels.
The aim of this study is to investigate how teachers' professional, loyalty and organizational commitment affect their burnout in educational organizations. In the research, 246 people who work in Başakşehir District of İstanbul Province with the method of relational screening method, have been applied Professional Loyalty, Organizational Commitment and Maslach Burnout scales.
In the study, it was found that the teachers' emotional commitment, coping and personal perceptions of perception were higher than the middle level, professional commitment, emotional exhaustion, general burnout levels were moderate and continuity of commitment and depersonalization perceptions were below the middle. While there was no significant difference between the teachers' gender and professional seniority variables in the scale, there was a significant difference in age, marital status, education and service year variables.
The same directional and inverse relationships between teachers' perceptions of professional commitment, organizational commitment and burnout were identified. The first factor explaining teachers' sense of depersonalization is emotional exhaustion and the second factor is continuation commitment. The perception of personal achievement decreases the desensitization of teachers. Emotional exhaustions of teachers are explained by their depersonalization and their emotional dependence decreases their emotional exhaustion