The relationship between school culture and burnout in training organisation ( Bahçelievler district of research )

Teachers face lots of different situations that cause stress and bad emotions day by day. Some of them canalize teacher to burnout. This paper's aims are understanding and explaining relations and correlations between school culture and burnout. This paper includes 13 different public primary schools in İstanbul/Bahçelievler. Relational Screening model is used for this paper and there are more than 1220 primary school teachers who work in Bahçelievler area in our population. This paper's sample is identified by simple random sampling model and the survey which include 530 primary school teachers who accept to reply our question. Personal Identity Form which is constituted by the researcher is used for understanding our sample's demographic information, Maslach Burnout Inventory which is constituted by Maslach ve Jackson (1981) is used for concluding about their burnout level and School Culture Inventory which is constituted by Ali Rıza Terzi (2005) help us to evaluate school culture level. SPSS 22.0 is used for analyze the results. KMO ve Bartlett test is done for understanding if Maslach Burnout Inventory and School Culture Inventory are suitable for our sample. These tests results give us our data are suitable for factor analysis. Frequencies, percentages, mean, standard deviation, Pearson product-moment correlation coefficient, Mann-Whitney U test and Kruskal-Wallis test are used for analyzing data. This survey shows that there is negative correlation between school culture and burnout.Teachers' emotional burnout and desensitisation level are normal, the level of personal success is high and their behaviour about school culture are positive at their school which they work. Our study shows us some variables affect the result more than other in the sub-dimensions. Age, educational background, professional seniority affect results in emotional burn out's sub-dimension. Gender ,marital status, educational background, professional seniority affect results in desensitisation sub-dimention and age, marital status affect personal success sub-dimensions. The school culture has four sub-dimensions. They are duty culture which is affected by age, marital status, educational background, duty term and being appreciated; support culture which is affected by professional seniority and and being appreciated; bureaucratic culture which is affected by being appreciated and finally success culture which is affected by professional seniority andbeing appreciated.