The relationship between the burnout levels of teachers and their perception of transformational and transactional leadership styles for their school administrators (The sample of Karabük primary schools)

This study was done in order to investigate the levels of transformational and transactional leadership styles of school administrators and burnout levels of teachers, find out whether there was a relationship between transformational leadership behaviour of school administrators and burnout levels of teachers and whether there was a relationship between transactional leadership behaviour of school administrators and burnout levels of teachers. It was a descriptive one made according to the views of the teachers working in primary schools.Among the 1206 teachers in the center of Karabük, and Safranbolu, Eflani, Ovacık, Yenice and Eskipazar with in the boundaries of Karabük, 450 teachers were determined as the samples of the research by the method of ?Stratified Sampling?. The sample contained 416 teachers. The data were collected through the public survey including Personal Information Form, Multifactor Leadership Questionnaire (MLQ), and Maslach Burnout Invertory (Educators Survey). In order to analize the data SPSS 10.00 program was used. The research for ferquency (f) , percent (%), mean (x), standart deviation (SD), and Pearson Momentus (r) were used.According to the results of the study; 1) School administrators performed transformational leadership behaviour more than transactional leadership behaviour; among the dimensions of transformational leadership they preferred idealized influence (behaviour) most, and individualized consideration least; among the dimensions of transactional leadership they preferred contingent reward most and laissez ? faire least. Teachers thought that the most common dimension of results was effectiveness, and the least one was extra effort. 2) The levels of emotional exhaustion and depersonalization were low, and personal accomplishment was high. 3) All of the dimensions of transformational leadership negatively correlated with emotional exhaustion, and positively correlated with personal accomplishment. It was found that as the frequency of school administrators? individualized consideration, inspirational motivation and idealized influence (attributed) behaviour increased, teachers? level of depersonalization decreased. 4) Contingent reward had low-level negative correlation with emotional exhaustion and depersonalization, and low-level positive correlation with personal accomplishment. The results demonstrated that there were low-level positive correlations between laissez-faire leadership and emotional exhaustion and, laissez-faire leadership and depersonalization. There weren?t any significant correlation between management-by-exception (active/passive) and the dimensions of burnout.