The relationship between teacher – family collaboration and teacher burnout: Socioeconomic disadvantages sample of preschool children

This study examines the association between communication and cooperation among preschool teachers and families of socioeconomically disadvantaged children, as well as its impact on teacher burnout. The objective is to investigate the relationship between teachers' burnout levels, communication, and cooperation with families of socioeconomically disadvantaged children, taking into account factors such as the teachers' educational background, professional experience, parental education, participation in effective communication training or seminars within the past five years, and overall family communication and cooperation. A relational screening model was employed to analyze the data, utilizing a quantitative research methodology. The study involved 100 preschool teachers from 32 children's activity centers located in various regions of Istanbul, under the jurisdiction of the Istanbul Metropolitan Municipality, during the 2021-2022 academic year. Convenience sampling was used to select participants. Three scales were employed to collect the research data: "Personal Information Form," "Maslach Burnout Inventory-Educators Survey" and "The Scale of Communication and Cooperation between Family and Teacher". Pearson correlation analysis was conducted to determine the relationship between levels of family communication and cooperation and teachers' burnout. The results revealed a statistically significant negative relationship (r = - 0.19, p < 0.05) between family communication, cooperation, and burnout. Increased levels of family communication and cooperation were associated with decreased overall teachers' burnout levels.