The relationship between job satisfaction and the burnout levels of teachers during the COVID-19 pandemic

The main purpose of this study is to determine the possible significant relationship between teachers' job satisfaction and burnout levels during the Covid-19 pandemic process. Including 181 women and 121 men, a total of 302 teachers who took part in distance education during the Covid-19 Pandemic participated in the study voluntarily. The information about the demografic variables were gathered by The Personal Information Form created by the researcher. "The Maslach Burnout Scale" which was formed by Maslach and Jackson (1981) and the Turkish adaptation, reliability and validity study of which was made by Ergin (1992) and also "The Minnesota Job Satisfaction Scale" which was formed by Dawis, Weiss, England, Lofquist in 1967 and the Turkish adaptation, reliability and validity study of which was made by Baycan (1985) were used in the research in order to measure the teachers' perception of their burnout levels and their job satisfaction levels. Cronbach's Alpha reliability coefficient was calculated in order to measure the reliability of the scales used. After determining that the data had a normal distribution in the analysis of the data obtained, Pearson Correlation Analysis test was applied to determine the relationship between the burnout and job satisfaction. Independent group t-test was applied in paired groups and one way analysis of variance (ANOVA) was applied in multiple groups with job satisfaction and burnout. Google form was used to obtain the data and Microsoft Excel and SPSS 23 package program were used for the analysis of the data. The statistical significance level between variables in the research was accepted as p<0.05. As a result of the findings, it was determined that there is a negative significant relationship between job satisfaction and burnout. As a result of the analyses, it was determined that the teachers experienced moderate burnout in the sub-dimensions of emotional burnout and depersonalization, high levels of burnout in the personal achievement sub-dimension and moderate (sometimes) burnout in the general burnout average. A significant difference was found between male and female teachers in the depersonalization sub-dimension. According to the teachers's job satisfaction test results, while a negative significant relationship was found between the internal satisfaction sub-dimension and the emotional exhaustion and depersonalization sub-dimensions, a positive significant relationship was found between the internal satisfaction and the personal achievement sub-level. Again, while a negative significant relationship was found between the teachers' external satisfaction sub-dimension and emotional exhaustion and depersonalization sub-dimensions, a positive significant relationship was found between external satisfaction and personal achievement feeling sub-level. According to the average of the general job satisfaction perception levels of the teachers who participated in the research, the teachers' job satisfaction was determined at a medium level.