Investigation of the relationship between growth and burnout in classroom teachers after the 6th February 2023 Earthquake trauma

This study examines the relationship between the Post-Traumatic Growth and Professional Burnout of classroom teachers who experienced the February 6, 2023 earthquake. A secondary objective of the study is to determine whether there is a significant difference between the socio-demographic characteristics of classroom teachers and the scores obtained from these scales. The study examined teachers who had experienced the traumatic event of an earthquake in terms of burnout and growth based on demographic variables such as gender, years of service, home ownership status, etc., and evaluated their post-earthquake situations. Some of the findings from the analyses show that burnout is high among teachers in some provinces, and urgent solutions must be developed. Contrary to expectations, burnout was high among single and young teachers, while it decreased among classroom teachers as their years of service and age increased. Situations such as home damage and loss of loved ones must be eliminated as sources of stress. No significant effects of psychological support, medication use, etc. were observed. Based on the findings obtained from the scales, no significant correlation was found between burnout and growth. In general, the results obtained are consistent with the expected psychosocial outcomes following the intensity of the earthquake and are typical of the general population. The recommendations resulting from the research emphasize the importance of establishing support systems that will alleviate teachers' difficulties and developing management strategies, which are also vital for the students they educate. Keywords: MBI, PTGI, earthquake trauma, classroom teachers.