An analysis of the relationship between professional burnout levels and self-leadership skills of primary school teachers

The purpose of this research is to reveal the relationships between primary school teachers professional burnout levels and their self-leadership skills. In the research, relational screening model, which are quantitative research methods, were used to do statistical analysis. The target population of the research consists of 220 teachers working in primary schools located in the city center in Birecik district of Şanlıurfa province. Personal Information Form prepared by the researcher, "Maslach Burnout Inventory Form" adapted to Turkish by İnce & Şahin (2015), and "Self-Leadership Scale" adapted into Turkish by Tabak, Sığrı & Türköz (2013). Were used to obtain the data needed for the research. The SPSS 25.0 package program was use to analyze the data obtained from the data collection tools. Percentage, frequency, arithmetic mean t-Test, one-way analysis of variance (ANOVA), pearson correlation analysis were utilized in connection with the research questions. As a result of the analyses conducted; teachers' professional burnout levels were found to be "moderate" and self-leadership levels were found to be "high". It was found that there was no significant relationship between teachers' professional burnout levels and self-leadership skill levels in general scales. However, significant relationships were found between professional burnout and self-leadership sub-dimensions. In the light of the results obtained; It was found that there is a negative significant relationship between self-leadership and its sub-dimensions (self-observation, setting reminders, self-talk, imagining successful performance) and personal achievement. In addition, it was determined that there was a positive and significant relationship between self-punishment and personal achievement sub-dimension.