Examination of Science Teachers’ Burnout Levels in Terms of School Climate and Various Variables

Abstract

The burnout levels of science teachers hold significant implications for both educators and students. Burnout can evolve in response to significant social events or be influenced by various variables. In this context, the objective of this study is to examine the burnout levels of science teachers, taking into account factors such as gender, age, length of service, and working time in the institution, with a particular focus on the perception of the school climate. The study adopted a descriptive survey model, utilizing a convenience sampling method, and involved 182 science teachers employed in Adana province. Data collection instruments encompassed the “School Climate Survey” and the “Maslach Burnout Inventory”, along with their sub-dimensions. Data were gathered through a face-to-face survey conducted by one of the researchers following rigorous efforts. The results showed that the burnout levels of science teachers were relatively low. In addition, when evaluated in general in terms of all the variables examined, it was determined that all averages in the dimension of emotional exhaustion, one of the three sub-dimensions of burnout, were always higher, while the values in the dimension of depersonalization were always lower. Although it varied according to gender, age, length of service, and working time in the institution, it was found that burnout differed either in the overall scale or in at least one sub-dimension. Notably, science teachers with a low perception of the school climate experienced significantly higher burnout levels across the overall school climate scale, encompassing all sub-dimensions of burnout. While this pattern varied within sub-dimensions of school climate perception, dimensions exhibiting significant differences also favored those with lower climate perception. In the final section of the study, various recommendations are presented in light of these findings.