Determination of occupational burnout and alienation levels of teachers according to the power sources used by school principals

In this study, it was aimed to determine the teacher's occupational burnout and alienation levels according to the power sources used by the school principals. The sample of the study is consisted of 314 teachers working in the secondary and the primary schools in the city center of Kütahya. The data of the study were collected by the Organizational Power Source Scale in Schools, the Maslach Burnout Scale-Educators Survey and the Work Alienation Scale. To determine the relationships between the variables descriptive statistics, t-test for paired comparisons, one-way analysis of variance (ANOVA) for comparisons of three and more dimensions and Pearson Correlation test was used to reveal the relationship. According to the study findings, the school principals use the most expertise power, legal power, charismatic power, reward power and coercive power respectively. While the opinions of the teacher's on the power sources used by the school principals do not differ according to marital status, branch, age, education level, duration in the institution and duration of occupation variables; they differ in some dimensions according to the gender and the institution type variables. The teachers, who participated in the study, have moderate level of emotional exhaustion, low level of depersonalization and personal accomplishment perception. There are significant differences between the teacher's opinions on their occupational burnout according to the institution type, branch, age, education level, duration in the institution and the duration of occupation variables in the dimension of personal accomplishment; according to the institution type, branch and age variables in the dimension of emotional exhaustion; according to the institution type, branch, age and the duration of occupation variables in the dimension of depersonalization. According to the teacher's opinions; while the occupational alienation of the teachers does not differ significantly according to the gender, marital status, education level, duration in the institution and the duration of occupation variables, it differs in some dimensions according to institution type, branch and the age variables. According to the teacher's perceptions, the power sources used by the school principals were related to the levels of occupational burnout and alienation. This relationship is generally low level and in some sub-dimensions it is moderate level.