The effect of schools' organizational climate on teachers burnout

The general aim of this study is to identify the relationship between the organizational climate of schools and the burnout syndrome of the teachers. The classroom teachers working in Malatya and central districts of Malatya in 2013-2014 educational year form the universe of this survey which is planned according to the descriptive survey model. From this universe the survey was conducted to the 786 classroom teachers working in Malatya central districts – Yeşilyurt and Battalgazi–and 735 of these became valid and were accepted. The data gained by the measuring instruments were analyzed by analyzing program. In this study, frequency, percentage, arithmetic mean, standard deviation, independent samples T test (when the variances are not homogeneous, Mann Whitney U test), single direction variance analysis (when the variances are not homogeneous KruskalWallis H test, when the results of Kruskal Wallis H test are not homogeneous Manny Whitney U test) in order to find the source of the difference in single direction variance analysis LSD test is used. Correlation analyze was done to identify the relationship between the variables. According to the results of the survey; It is found that thesense of classroom teachers'in emotional bornout which is one of the dimensions of burnout syndrome is in "slightly burnout" category. However, when we examined the emotional burnout senses of teachers according to the variables, we found no meaningful difference in emotional burnout dimension according to the variables of gender, marital status, educational status, the duration of working in his/her school, and class size. When we examined the dimension of emotional burnout according to the age variable, meaningful difference was found. This meaningful difference is occurred between the age range of 31-40 and the other age ranges of teachers. This meaningful difference is originated by the age range of 31-40 teachers' having a high sense. When the dimension of emotional burnout was examined according to the seniority variable, meaningful difference was found. This meaningful difference is occurred between the teachers having 1-5 years of seniority range and 11-15, 16-20 and 21 and more years of seniority range and teachers having 6-10 years of seniority range and the teachers having 21 and more years of seniority range. The reason of the meaningful difference between the teachers who are in the 1-5 years of seniority range and the other age range is the teachers who are in the 1-5 years of seniority range have less sense of emotional burnout when compared with the other ranges. The reason of the meaningful difference between the teachers who are in the 6-10 years of seniority range and 21 and more years of seniority range is the teachers who are in the 6-10 years of seniority range have more sense of emotional burnout when compared with the teachers who are in the 21 and more years of seniority range. It is found that the teachers are in the category of "very slightly burnout" in the dimension of desensitization –one of the dimensions of burnout syndrome. However when we examined the desensitization senses of teachers according to the variables; we found no meaningful difference in dimension of desensitization according to the gender, marital status, age, educational status, seniority, the duration of working in his/her school and class size. It was seen that the classroom teachers are in the "slightly burnout" in personal unsuccessfulness - one of the burnout syndromes. However when we examined the personal unsuccessfulness senses of teachers according to the variables; we found no meaningful difference in dimension of personal unsuccessfulness according to the gender, marital status, age, educational status, seniority, the duration of working in his/her school and class size. When the dimension of personal unsuccessfulness was examined according to the age variable, meaningful difference was found. This meaningful difference is originated between the teachers being in the age range of 51 and age ranges of 31-40 and 41-50. This meaningful difference is originated by the teachers being in the age range of 51 and more having a less sense of personal unsuccessfulness. When we examined the data of the survey according to the dimensions of organizational climate, there is a meaningful difference in some variables, and no meaningful difference in some other variables. Although there is a meaningful difference according to the gender, age, educational status and class size variables, there is no meaningful difference according to the marital status, seniority and the duration of working in his/her school variables according to the dimension of Supportive Administrator Behavior. Although there is a meaningful difference in educational background and class size variables, there is no meaningful difference in gender, marital status, age, seniority and the duration of working in his/her school variables according to the dimension of Hectoring Administrator Behavior. Although there is a meaningful difference in marital status, age, seniority and the duration of working in his/her school variables, there is no meaningful difference in gender, marital status and class size variables according to the dimension of Restrictive Administrator Behavior. Although there is a meaningful difference in gender, age, educational background, seniority, class size and the duration of working in his/her school variables; there is no meaningful difference inmarital status variables according to the dimension of Behaviors Based UponBeing Colleagues. Although there is a meaningful difference in age, educational background, seniority, and the duration of working in his/her school variables; there is no meaningful difference in gender, marital status and class size variables according to the dimension of Sincere Teacher Behavior. Although there is a meaningful difference in age and educational background variables; there is no meaningful difference in gender, marital status, seniority, class size and the duration of working in his/her school variables according to the dimension of Uninterested Teacher Behavior.