An analysis of burnout and job satisfaction among Turkish special school headteachers and teachers, and the factors effecting their burnout and job satisfaction

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dc.contributor.authorSari, H
dc.date.accessioned2020-03-26T16:47:44Z
dc.date.available2020-03-26T16:47:44Z
dc.date.issued2004
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThis study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others.en_US
dc.identifier.doi10.1080/0305569042000224233en_US
dc.identifier.endpage306en_US
dc.identifier.issn0305-5698en_US
dc.identifier.issue3en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage291en_US
dc.identifier.urihttps://dx.doi.org/10.1080/0305569042000224233
dc.identifier.urihttps://hdl.handle.net/20.500.12395/18928
dc.identifier.volume30en_US
dc.identifier.wosWOS:000221871100007en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherCARFAX PUBLISHINGen_US
dc.relation.ispartofEDUCATIONAL STUDIESen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectspecial educationen_US
dc.subjectTurkish special school headteachersen_US
dc.subjectTurkish special school teachersen_US
dc.subjectburnouten_US
dc.subjectjob satisfactionen_US
dc.subjectTurkish special educationen_US
dc.titleAn analysis of burnout and job satisfaction among Turkish special school headteachers and teachers, and the factors effecting their burnout and job satisfactionen_US
dc.typeArticleen_US

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