Classroom teachers' experiences with burnout

The purpose of this study is to examine the burnout experiences of classroom teachers. In this study, phenomenological design, one of the qualitative research designs, was used. The reason for using this design is to determine the perceptions of classroom teachers about burnout and how they make sense of this feeling. The study group consists of eight teachers working in İpekyolu district of Van province in 2019-2020, determined by maximum variation and criterion sampling techniques. The data were collected by semi-structured interview technique. Descriptive and content analysis techniques were used in data analysis. As a result of the study; three themes and sub-themes were created, namely the meaning of burnout feeling, the factors affecting burnout, ways to cope with burnout. In the results; it was determined that classroom teachers make sense of burnout with phenomena such as "boredom", "professional dissatisfaction"; factors such as "physical conditions of the school", "attitude of school administrators and parents", "financial satisfaction problem" affect teachers' burnout and strategies such as "taking up hobby in different areas", "ignoring by turning to a different job" were used to cope with burnout. In this context, various social activities for classroom teachers can be organized and the number of these activities can be increased.