Burnout levels of special education teachers

The aim of the study is to examine the differentiation status of burnout levels of special education teachers in terms of various variables. The study was carried out according to the descriptive survey method, one of the quantitative research methods. Personal information form, Maslach Burnout Inventory-Educator Form was used as data collection tool in the study. 146 special education teachers working in Elazığ in the 2020-2021 academic year were included in the research. As a result of the research, there was no significant difference the burnout levels of teachers working in private education institutions and gender and marital status variables. When the burnout levels of special education teachers are examined according to the school level they work, there is a significant difference in the general burnout score and emotional exhaustion sub-dimension. It was determined that teachers working at secondary schools experienced higher burnout than those working at high schools. In the emotional exhaustion sub-dimension, it was observed that teachers working in primary school experienced higher levels of emotional burnout than those working in high school. It was observed that teachers working in secondary school experienced higher levels of emotional burnout than those working in high school. There was a significant difference the variable of being/not graduated from a special education undergraduate program and the sub-dimension of depersonalization. Special education teachers who graduated from a special education undergraduate program experience higher levels of depersonalization compared to those who do not. It was determined that there was a significant difference professional seniority and depersonalization sub-dimension. It has been determined that depersonalization is less in teachers working for 11-15 years compared to teachers working for 1-5 years, 6-10 years and 16 years or more.