Abstract

In the present study, the burn-out levels of teachers working in elementary and secondary educational institutions and their attitudes and beliefs regarding classroom management are investigated with respect to gender, job seniority, class size and the types of schools they have been working in. This is a survey method research and quantitative methodology is adopted for the study. The sampling group consists of 420 teachers. The Maslach Burn-out Inventory (MBI) and Attitudes and Beliefs on Classroom Control Inventory (ABCC) are used in the study. Independent Samples t test, ANOVA and Benforroni correction tests have been used in the analysis of data. According to the results of the study, the level of depersonalization is higher among male teachers compared to female teachers. Moreover, it is observed that the levels of “emotional exhaustion” and “depersonalization” are high among elementary school teachers compared to secondary school teachers. When the results of the research are analyzed, it is obvious that secondary school teachers show more “interventionist” attitudes than elementary school teachers. There are no significant differences between the groups with regard to the other variables used in the study.

Key words: Burn-out levels of teachers, classroom management.