The effect of teachers' care levels on their attitudes, well-being, and burnout

The aim of this study is to develop a model between teacher care, teacher attitude, well-being and burnout levels. In the study, the role of teacher care in teachers' psychological and professional outcomes was examined through a multivariate model. The study was conducted within the framework of the relational screening model, one of the quantitative research methods. The study group consists of 498 classroom teachers working in Istanbul. Data were collected with the demographic information form, teacher care scale, teacher attitude scale, teacher well-being scale and burnout inventory-educator form. In the analysis of the data, descriptive statistics and Pearson correlation coefficients were calculated first. Confirmatory factor analyses (CFA) were performed in order to test the structural validity of the scales. After testing the measurement model, the assumption of multiple normality was checked; since the assumption could not be provided, DWLS (Diagonally Weighted Least Squares) estimation method was used in the model analysis. Structural Equation Modeling (SEM) was applied in the test of the research model. The fit values of the model were evaluated, a path diagram was created and the direct and indirect effects of the model were analyzed. In addition to parameter estimates, other control analyses were conducted for the model. All analyses were conducted using the Jamovi program. According to the findings, burnout predicted well-being negatively and highly. Teacher care predicted teacher attitude positively and moderately, well-being positively and lowly, and burnout negatively and highly. Teacher care indirectly predicted teacher attitude only through burnout. The research results were discussed according to the relevant literature and suggestions for the future were made.