THE RELATIONSHIP BETWEEN CLASSROOM TEACHERS' BURNOUT AND ORGANIZATIONAL COMMITMENT

Abstract

This research is structured in a relational pattern to examine the relationship between the burnout levels and organizational commitment of classroom teachers. The universe of the research consists of 526 classroom teachers working in public schools affiliated to the Ministry of National Education in the city center of Siirt in the 2019-2020 academic year. In the research, sampling was not taken. By reaching all schools, the research was continued with a working group of 369 classroom teachers. "Maslach Burnout Inventory” by İnce and Şahin (2015) (Organizational Commitment Scale) adapted by Dağlı et al (2018) was used in the study. In the study, kurtosis, skewness, mean and median values ​​were examined to determine the normality distribution of the data, and it was concluded that the data met the normality criteria. SPSS package program was used in the analysis of the data collected within the scope of the research.  In the study, reliability analysis, frequency tables, independent sample t-test, ANOVA, correlation and regression analysis were applied. According to the research findings, it was understood that the classroom teachers experienced low burnout and medium organizational commitment. According to the findings of the difference analysis, no significant difference was observed in the general burnout and sub-dimensions of the class teachers according to age, gender, marital status, year of service and class size. There was a significant difference in teachers' overall loyalty and sub-dimensions according to gender and year of service. In addition, it was determined that there was a moderate negative relationship between general burnout levels and general commitment levels of classroom teachers.