Analysis of burnout level and organizational commitment of secondary school teacher's: Example of Ağrı province

This study aims to determine the burnout and organisational commitment levels of secondary school teachers working in Ağrı province. Relational screening model was used as the research design. In the research, data were obtained by using appropriate sampling method. The research population consists of 7176 secondary school teachers working in Ağrı Province in the 2022-2023 academic year. The sample of the research consists of 383 teachers. Personal Information Form, Organisational Commitment Scale, Maslach Burnout Scale were used to generate the data. The analyses were made through SPSS 26 software. While evaluating the research data, frequencies (number, percentage) for categorical variables, descriptive statistics (mean, standard deviation) for numerical variables, as well as parametric statistical methods were used. Differences between two parametric independent groups were analysed by Independent Sample T-Test and differences between more than two independent groups were analysed by One-Way Analysis of Variance (ANOVA). In case of a difference as a result of One-Way Analysis of Variance, Tukey multiple comparison test was performed for the group from which the difference originated. In order to determine the relationship between burnout and organisational commitment, "Pearson Correlation Coefficient" was used and significance was tested at 0.05 level. The findings of the study are summarised below: 1) The burnout levels of the secondary school teachers participating in the research in Ağrı province are the highest in the sub-dimension of personal achievement and the lowest in the sub-dimension of emotional exhaustion. 2) Teachers who have 11 or more years of experience have lower levels of emotional burnout than teachers with 1-5 year(s) and 6-10 years of experience. 3) In the personal achievement sub-dimension, the burnout levels of single teachers are higher than the burnout levels of married teachers. 4) Teachers who have 11 or more years of experience have lower burnout levels in the personal achievement sub-dimension than teachers with 1-5 years of experience. 5) The organisational commitment levels of secondary school teachers participating in the research in Ağrı province are the highest and the lowest in normative commitment and continuance commitment sub-dimensions respectively. 6) Emotional commitment of the single teachers participating in the study is higher than that of the married teachers. 7) Teachers with 11 years or more experience have lower emotional commitment than teachers with 1-5 years and 6-10 years of experience. 8) Emotional commitment of social studies teachers who participated in the study is higher than English-Arabic and Religious Culture-Quran teachers. 9). In continuance commitment, which is one of the sub-dimensions of burnout, the continuance commitment level of single teachers is higher than that of married teachers. 10) Gender, marital status, age, seniority and branch do not affect teachers' normative commitment, which is one of the sub-dimensions of organisational commitment. 11) A moderate positive relationship was found between burnout levels and organisational commitment levels of secondary school teachers working in Ağrı province. 12) A moderate positive relationship was found between organisational commitment and emotional exhaustion and personal accomplishment sub-dimensions, and a low positive relationship was found for depersonalisation. 13) While there was a moderate positive relationship between emotional commitment and burnout and its sub-dimension emotional exhaustion, a low-level positive relationship was found in the sub-dimensions of depersonalisation and personal accomplishment. 14) The gender, age and branch of secondary school teachers participating in the research in Ağrı province do not affect their burnout levels. Teachers whose marital status is single have higher burnout levels than married teachers. Burnout levels of teachers with a total experience of 11 years or more are lower than those with a total experience of 1-5 years and 6-10 years. 15) Gender and age of secondary school teachers participating in the study in Ağrı province did not affect their organisational commitment. Organisational commitment of single teachers is higher than married teachers. Organisational commitment of teachers with a seniority of 11 years and above is lower than that of teachers with 1-5 years and 6-10 years. The organisational commitment of social studies teachers is higher than the organisational commitment of English-Arabic and Religious Culture and Ethics-Quran teachers.