Investigation of the relationship between technological pedagogical content knowledge and burnout of teachers working in secondary schools and high schools in the province of bilecik

It has become an important goal of our age to present education in a more effective, efficient and appealing way by utilizing educational technologies. For this reason, teachers working in schools connected to the Ministry of National Education should be equipped with technological pedagogical knowledge as well as their field knowledge and pedagogical knowledge. One of the problems encountered in regards to the professional performance of teachers is burnout. Burnout can prevent teachers from developing themselves and make it difficult for them to use existing skills in order to achieve a more effective performance at work. For this reason, this study aims to examine the current situation of teachers in terms of these two variables along with the relationship between them. In this cross-sectional study, since the Technical Pedagogical Content Knowledge (TPACK) and level of burnout of middle and high school teachers in the province of Bilecik are examined in the first and second sub-problems, the degree of the two above mentioned factors have been determined in the first and second sub-problems. In the third, fourth and fifth sub-problems, the relationships between sub-factors and variables have been examined. A TPACK scale consisting of 51 questions was used in order to measure teachers' Technological Pedagogical Content Knowledge (Horzum, Akgün and Öztürk, 2014: 544-557). In determining burnout, the "Burnout syndrome" scale consisting of 22 questions developed by Maslach and Jackson (1981) and adapted to Turkish by Ergin (1992) was used. (Ergin, 1992; Maslach and Jackson, 1981). An 8 part form was used to collect the personal information of the teachers. Scale factors, using the convenience sampling method, were delivered by hand to 288 teachers in middle and high schools in Bilecik. Of the 234 returned scales, 225 were submitted for evaluation, while faulty or incomplete samples not used (disregarded). Participants were selected using this method and are comprised of 108 females and 117 males; 225 teachers in total. . In the study, the data were analyzed using SPSS v. 22, T-Test, one-way ANOVA and correlation analyses. Some of the findings obtained from the study are as follows: The average scores of teachers' TPACK self-efficacy levels were found to be above the mid-level in all sub-dimensions. Teachers have a high level of emotional exhaustion and low personal success; The desensitization average was found to be low. In conclusion, there is a significant relationship between the sub-dimensions of TPACK, emotional exhaustion and personal achievement. When comparing the sub-dimensions of emotional exhaustion and TPACK, a moderate and positive relationship can be observed.