Examining relationship of teachers ' burnout levels and repetitive negative deep thoughts with the ability to cope with stress

Primary purpose of this research is to examine the relationship between burnout levels and ruminations of teachers working in schools and their stress-coping skills. In order to determine participants of this research a total of 355 teachers, who were working in 15 campuses of 3 different private schools in İstanbul during 2017-2018 spring education period were selected by random sampling method. 217 of these teachers are women, 138 are men. For data collection, Participant Information form designed by the researchers was used for determining some personal characteristics of participants; Maslach Burnout Inventory General Form was used to identify burnout scale of the participants ' occupational burnout levels; Rumination Scale Short Form (RS) was used to determine ruminative thinking levels. Ability of the participants to cope with stress was determined by Stress Coping Scale (SCS). Data collection tools of the study were implemented to participants by researcher in the spring term of 2017-2018 academic year. SPSS-20 software is used in data analysis. Required averages and standard deviations shall be calculated. T-test will be used in binary comparisons, and ANOVA will be used in multiple comparisons. For relation between independent variables and dependent variables, Spearman Correlation test coefficient will be examined. According to Kolmogorov Smirnov and Shapiro-Wilk tests to determine whether the data are suitable for parametric tests, the normality test was carried out on the basis of subdimensions of the data obtained from three inventories. It was determined that the data were not distributed in a normal way (p <.05). Therefore, it was decided to apply non-parametric tests. Keywords: Burnout, Rumination, Coping with Stress, Teacher