KKTC İlkokullarında Görev Yapan Okul Müdürlerinin Liderlik Tarzı Davranışlarının Öğretmenlerin Mesleki Tükenmişliklerine Etkisi

The study is aimed at determining the relationship between leadership styles (autocratic, democratic, transformational, leaisez faire and transactional) of primary school principals and teachers expressed burnout levels ın TRNC. The study was carried out in Famagusta district with 124 teachers which constituted 33.3 % of the study group. The study employed quantitative research methods and collected data WHİCH was analyzed using SPSS (24). In order to collect data on perceived leadership styles of school principals “Leadership Style Scale” (Taş, Çelik ve Tomul, 2007) and ın order to collect data on expressed burnout levels (emotional exhaustion, depersonalization and personal accomplishment) “Maslach Burnout Inventory- Teacher Form" (Maslach and Jackson, 1981) were employed. Moreover personal ınformatıon regarding participants age, gender and years in service were collected through a personal information form. Analysis of collected data showed that primary school principals in Famagusta district of TRNC are perceived to display democratic leadership style the highest (𝑥����̅ = 4.06, ss = 0.72) autocratic leadership style the lowest (𝑥����̅ =2.55 ss=0.84) The participating teachers express a rather low burnout level (𝑥����̅ = 52.44; ss: 17,30). The mean is over 154 points. Teachers sense of lack of personal achevement is rather low and this drops down teachers burnout levels. Analysis of data also showed that there is a statistically significant, direct, positive relationship between school principals' autocratic leadership styles and teachers burnout levels (B=4,74; P=0.023˂0,05). As autocratic leadership styles incredse, teachers burnout levels increase. On the other hand, although not statistically signficant, there is a direct, negative relationship between school principals' demokratic leadership styles and teachers burnout levels (B= -4,02; P=0,2960,05). As democratic leadership styles of school principals increase, teachers burnout levels decrease.