İlkokul ve Ortaokul Öğretmenlerinin Mesleki Tükenmişlik ve Bazı Demografik Özelliklerinin Aile Katılımı Öz-yeterliklerini Yordama Düzeylerinin İncelenmesi

In this study, it was aimed to determine the level of professional burnout and family participation self-efficacy of teachers working in primary and secondary schools, and to what extent teachers' professional burnout levels and some demographic characteristics predicted family participation self-efficacy. This research is a descriptive study that has the relational screening model. There were 378 participating teachers in total in the present study, 191 from primary schools and 187 from secondary schools. Personal data form, self-efficacy scale and Maslach professional burnout scale related to family participation were used in data collection. In the analysis of the data obtained, descriptive statistics, Pearson correlation analysis and multivariate linear regression analysis were performed to determine the relationship between the variables and the directions of this relationship, which are required before the multiple regression analysis. According to the results of the study, teachers' family participation self-efficacy was found to be low. Occupational burnout levels are slightly depleted according to the emotional burnout sub-dimension, slightly depleted according to the depersonalization sub-dimension and moderately exhausted according to the personal failure sub-dimension. According to the results of the first multiple regression analysis, seniority, school type, seminar-course taking status and book reading status were found to be significant predictors of family participation self-efficacy. According to the results of the other multiple regression analysis, it was concluded that the family participation self-efficacy of the personal failure sub-dimension, which is one of the professional burnout sub-dimensions, is a significant predictor, while the depersonalization and emotional burnout sub-dimensions are not significant predictors.