The relations between pre - school teachers classroom management skills and burnout level

In this study it is aimed to analyze the classroom management skills of preschool teachers who work in preschool education and their burnout level. The relation between classroom management skills of preschool teachers and their burnout level was also analyzed in this study. In accordance with this purpose, the answer to the question whether the classroom management skills of preschool teachers and their burnout level differ statistically significant depending on their marital status, staff positions, professional seniority years, satisfaction with their wages, the reasons why they chose teaching profession, the number of the students in the classroom, total income level of family and the reasons why they chose preschool teaching or not is looked for in this study. In addition, whether the burnout level of preschool teachers can be estimated from their classroom management skills statistically by regression analysis is tried to be determined. The study was carried out by voluntary participation of 349 preschool teachers in total who work at kinder garden and primary school in Samsun city center and its districts. As data collection tool, two different scales; 'Maslach Burnout Inventory', which was developed by Maslach and Jackson (1981) and adapted into Turkish by Ergin (1992), and 'Classroom Management Skills Scale' developed for preschool teachers by Denizel Güven and Cevher (2005) were used. Data was collected in 2014-2015 academic year. The data obtained in this study was analyzed with SSPT packaged software and arithmetic mean, Standard deviation, t-test, one-way analysis of variance (ANOVA), correlation and regression analysis techniques were used in data analysis. As a result of the study, it was found out that classroom management skills of preschool teachers differ statistically significant depending on the reasons why they chose teaching profession. It was observed that classroom management skills of teachers did not differ statistically significant depending on their marital status, staff positions, professional seniority years, satisfaction with their wages, the number of the students in the classroom, total income level of family and the reasons why they chose their branches. It was determined that the burnout level of preschool teachers differed statistically significant depending on the professional seniority varying in the sub-dimension of desensitization. It was concluded that the burnout level of the teachers did not differ statistically significant in any sub-dimension depending on their marital status, staff positions, the reason why they chose their profession, satisfaction with their wages, the number of the students in the classroom, total income level of family and the reason why they chose their branches. It has been found out in the study that classroom management skills of preschool teachers statistically correlate with their burnout level and also their burnout level can be estimated from their classroom management skills. In other words, it has been determined that classroom management of the teachers have a significant effect on their burnout level. Key Words: Classroom Management Skill, Preschool Teacher, Preschool Education, Classroom Management, Burnout Syndrome