Examining predictors of co- rumination and selfcompassion on teacher's burnout

The main aim of the current study was to investigate the role of gender, working year and co rumination, self-compassion levels in teacher's burnout. The second aim was to examine relationships of teacher's burnout with gender and working year. In this research, independent variables are gender, working year, corumination and self-compassion. Dependent variable is burnout. The universe of this study is teachers who are working at different schools in Antalya. The sample of the study includes teachers selected from Kumluca, Kepez, Muratpaşa and Konyaaltı provinces of Antalya. In composing study sample, several schools were chosen from Kumluca, Kepez, Muratpaşa and Konyaaltı and the data collection instruments were administered in these schools in spring semester of 2015- 2016 academic year. Research sample consists of 330 teachers, of which 212 were female and 118 were male teachers. The working years of teachers ranged from 1 to 39 years. For data collection in the study, Maslach Burnout Inventory-Educators Survey, Co-rumination Questionnaire, Self-Compassion Scale and Personal Information Form were used. T-test results showed that males had significantly higher scores than females on the depersonalization and lack of personal accomplishment dimensions of burnout. Hierarchical regression results showed that gender and working year significantly predicted depersonalization and lack of personal accomplishment dimensions of burnout. Co-rumination was not significant predictor of burnout dimensions. The results also showed that over-identification dimension of selfcompassion were significant predictor of emotional exhaustion and lack of personal accomplishment dimensions of burnout. Also, self-judgment dimension of selfcompassion was significant predictor of emotional exhaustion and depersonalization dimensions of burnout.