Abstract
This study aims to reveal the burnout levels, emotional exhaustion, depersonalization, and personal accomplishment of school administrators according to their genders, seniority in the administration, marital status, education levels, school types and the settlement of their schools. The data were collected using Maslach Burnout Inventory in the 2019-2020 academic year and 186 secondary school administrators participated in the study from Ağrı and İzmir provinces in Turkey. In the study, the frequencies, percentages, and arithmetic averages of the data were handled to determine the burnout levels. Non-parametric statistical analyses such as Spearman’s Rho correlation coefficient, Mann Whitney U and Kruskall Wallis tests were performed in the research. It was concluded that school administrators experienced burnout in the dimensions of emotional exhaustion, depersonalization, and personal achievement. In addition, it was observed that the emotional exhaustion and depersonalization scores of those with a postgraduate education were significantly higher than those with a graduate education. According to the results regarding the settlement, the emotional exhaustion and depersonalization subscale scores of people living in İzmir are significantly higher than those living in Ağrı. And the personal achievement scores of people living in İzmir are significantly lower than those living in Ağrı.
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