Abstract
The international literature dating back to the 1980s has presented many field-specific proofs to reveal the presence of burnout in music teachers. However, the issue in Turkey still remains unclear. The aim of this study was to bring the problem of burnout through the data obtained from a group of music teachers up for discussion. The study was conducted with 48 music teachers who work as permanent staff, in a city located in the Central Black Sea Region of Turkey. The data were collected by Maslach Burnout Inventory-Educators Survey. Descriptive statistics were used in data analysis. In the study, it was determined that music teachers experienced low burnout in Emotional Exhaustion and Depersonalization dimensions and their perception of Personal Accomplishment was high. The results were discussed in terms of professional status of the music teacher and the value of school music education by associating them with workload, praxis shock, and occupational identity themes. The study was expected to provide a conceptual framework to future studies in Turkey.
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