Comparison of the burnout levels and the personality features of the teach who teach mental disabilities and teachers who teach non-mentally disabled students

The aim of this study is to examine the burnout levels and personality traits of teachers who teach in different fields (teachers who teach mentally disabled students and those who teach students without mental disabilities). It is aimed to examine the burnout levels and personality traits of teachers working in special education institutions (Rehabilitation center and private school) affiliated to the Ministry of National Education together with demographic variables. The universe of the study consists of 11 private education institutions, including 9 rehabilitation centers providing education for mentally disabled people and 2 primary schools providing education for students without mental disabilities located within the borders of Osmaniye City Center. The sample of the study consists of 100 teachers, 50 teachers who teach mentally disabled students and 50 teachers who teach non-mentally disabled students, selected randomly. The Maslach Burnout Scale (MBI) was used to measure the level of burnout, the Quick Big Five Personality Test (MCCT) to evaluate personality traits, and the Sociodemography Data Form developed by the researcher for personal information. In the statistical analysis of the study, the arithmetic means and standard deviations of the scores obtained from the MBI and HBBKT were calculated. In order to determine whether there is a significant difference between the groups, Independent Samples T-Test was used in paired groups, One Way Anova for One Way Anova analysis in multiple groups, and Post Hoc test to determine the source of the difference. Pearson Correlation coefficient method was used in the study to examine the relationship between burnout and personality subscales. In the analysis of the information obtained, the MBI depersonalization sub-dimension scores of the teachers teaching the mentally handicapped were found to be significantly higher than the teachers teaching non-disabled students (p=0.002). In the study, the emotional balance sub-dimension scores of the teachers teaching the mentally handicapped students were found to be significantly lower than the teachers teaching non-disabled students (p=0.036). It was determined that the emotional exhaustion level of the teachers who teach the mentally handicapped according to age is significantly higher in the 30-39 age group compared to the other age groups (p=0.015). There was no significant difference between burnout subscale scores according to age in teachers who teach students without intellectual disability. According to the quick big five personality test, the sub-scores of adaptability, responsibility and openness to experience of teachers who teach mentally retarded students were found to be significantly higher than teachers who gave education to students without intellectual disabilities (p=0.042, p=0.003, p=0.024), whereas students who did not have intellectual disabilities had higher scores. Emotional balance sub-scores of the teachers who gave education were found to be significantly higher than those who gave education to students with intellectual disabilities (p=0.009). In both scales, it was determined that the emotional exhaustion and adaptability sub-dimension averages of female teachers teaching students with and without intellectual disabilities were significantly higher than male teachers (p= 0.013, p=0.007). In both scales, according to marital status, it was determined that single teachers teaching students with and without intellectual disability had significantly higher emotional exhaustion and openness to experience sub-dimensions averages than married teachers (p= 0.016, p=0.006). In the comparison made according to the tenure of the teachers who teach mentally retarded students, a significant difference was found between the emotional exhaustion sub-dimension scores of the teachers who worked for 1-5 years and those who worked for 11 years or more (p=0.025). It has been determined that emotional exhaustion is less in teachers who have worked for 11 years or more. There was no significant relationship between the duration of duty and the sub-dimensions of burnout in teachers who teach students without intellectual disability.