Determination of the relationship between the emphatic inclinations and burnout levels of preschool teachers, studying with inclusion students in the province of Izmir

This research was made in an attempt to determine the relationship between the emphatic inclinations and burnout levels of the teachers, studying with preschool inclusion students. The variables in the research were analysed comparatively with the emphatic inclinations and burnout levels of preschool teachers, who do not study with inclusion students. In addition to, it is a descriptive study, which was carried out with the purpose of determining whether the emphatic skills and burnout levels of preschool teachers with and without inclusion students in their classrooms differentiate or not according to their visions related to demographic features and inclusion education, whether the emphatic skills and burnout levels of teachers with and without inclusion students in their classrooms differentiate or not and examining the relationship between the emphatic skills and burnout levels of the teachers.The research group is consisted of 85 preschool teachers with and without inclusion students in their classrooms, who were based on willingness.The data of the research were collected with the help of three instruments. In order to determine the opinions of the teachers related to their demographic positions and inclusion education, ?Intercourse Form? was used; in order to assess their emphatic skills, ?Emphatic Skills Scale? was used; and in order to assess their burnout levels, ?Maslach Burnout Inventory? was used.In the research, SSPS (Statistical Package for the Social Sciences) program was used during the evaluation of the data, acquired as a result of the application of assessment instruments. Frequency and percentage distributions, Kruskal-Wallis Test, Mann-Whitney U Test and Correlation Analysis were used in analysing the data.As a result of the research findings, it was determined that there was no meaningful difference between the demographic features and visions related to inclusion education and emphatic skill of the teachers, with or without inclusion students in their classrooms.According to the findings of the research, it was determined that there was no meaningful difference between the burnout levels of the teachers, studying with inclusion students in their classrooms, in accordance with their demographic features. But it was determined that there was meaningful difference between the burnout levels of the teachers, studying with inclusion students in their classrooms, in accordance with their visions related to some of inclusion education. Meaninful findinigs of research was summarized. It was determined that there was a meaningful difference between ?to be knowledgeable about inclusion education?, and depersonalization subscale of the teachers with inclusion students in their classrooms. Besides, it was observed that there was a meaningful difference between ?to be knowledgeable about special education?, and emotional exhaustion, personal accomplisment of the teachers with inclusion students in their classrooms. It was observed that there was a meaningful difference between the occupational working hours and emotional exhaustion subscale of the teachers. It was observed that there was no meaningful difference between the other demographic features and the visions, related to inclusion education, to burnout levels of the teachers without inclusion students in their classrooms.As a result of the research findings, it was determined that there was no meaningful difference between the emphatic skills of the teachers with and without inclusion students and burnout levels of the teachers, when compared. Besides, it was determined that there was no meaningful difference of emphatic skills and subscale of emotional exhaustion, depersonalization and personal accomplisment of the teachers with or without inclusion students in their classrooms.Keywords: Preschool teacher, inclusion, emphatic skill, burnout.