Examining the Effect of Occupational Burnout on Job Satisfaction: An Application on Teachers

Mesleki Tükenmişliğin İş Doyumuna Etkisinin İncelenmesi: Öğretmenler Üzerinde Bir Uygulama

Abstract

This study aimed to examine the relationship between teachers' job satisfaction and occupational burnout according to teachers' opinions. The relational screening model was used in the study. According to the research results; it was seen that teachers' job satisfaction was above average and their burnout levels were below average. While emotional exhaustion was the highest among the sub-dimensions of the Maslach burnout scale, desensitization was found to be the lowest. While intrinsic satisfaction was the highest among the sub-dimensions of the Minnesota job satisfaction scale, extrinsic satisfaction was found to be the lowest. In the examination made according to gender; while teachers' burnout perceptions did not differ according to women and men, men's job satisfaction perceptions were higher than women. In the examination made according to age; job satisfaction levels of teachers in the 20-30 and 41-50 age range were higher than the job satisfaction levels of teachers in the 31-40 age range. However, no significance was determined between the Maslach burnout scale and age groups. It was found that Maslach burnout and Minnesota job satisfaction perceptions did not change according to married-single and undergraduate and graduate education status. In the examination conducted according to professional experience, it was observed that the burnout perceptions of teachers with 21-30 years of seniority were higher than the job satisfaction levels of teachers with 11-20 years and 31 and above years of seniority. However, no significance was found between the professional experience groups of the Minnesota job satisfaction scale. In the examination conducted according to the satisfaction they felt about working in the field of education; according to the teachers' perceptions, the perceptions of those who were not satisfied in terms of Maslach burnout perceptions were higher than those who were satisfied. In Minnesota job satisfaction perceptions, the perceptions of those who were satisfied were higher than those who were not satisfied. According to the teachers' perceptions, no difference was found in Minnesota job satisfaction perceptions according to the status of choosing their profession willingly. However, there was a difference in Maslach burnout perceptions according to the status of choosing their profession willingly. This difference was in favor of those who did not choose their profession willingly. In the Maslach burnout perceptions of teachers, the perceptions of those who did not consider resigning from their jobs were found to be higher than those who considered. In Minnesota job satisfaction perceptions, the perceptions of those who did not consider resigning from their jobs were found to be higher than those who considered. In the study, a moderate negative relationship was found between the general dimensions of teachers' Minnesota Job Satisfaction and Maslach Burnout. It was also understood that teachers' Maslach burnout perceptions negatively predicted their Minnesota job satisfaction perceptions significantly. In other words, a 100-unit increase in the Maslach burnout dimension decreased their Minnesota job satisfaction perceptions by 69.5%.