Abstract
The aim of this research is to analyze the relationship between high school students' levels of trust in teachers, school burnout and academic achievement by using the structural equation model. The study group consisted of students studying in high schools in the city of Adiyaman. Within the scope of the study, the aspects of "Loss of Interest in School" and "Getting tired and bored by Teacher Attitudes" in "School Burnout Scale" (SBS), and "Trust in Teachers Scale" were used for Secondary School Students. It was determined as a result of the study that trust in teachers affected school burnout directly; however, academic achievement affected it both directly and indirectly. In addition, it was concluded that school burnout directly affected academic achievement. As a result of the analyzes, it was determined that trust in teachers accounted for approximately 18% of the variance in school burnout, trust in teachers and school burnout variables together accounted for about 8% of the variance in academic achievement. When the results of the study were evaluated; It can be said that increasing the trust level of the students in their teachers will decrease the school burnout they will experience and contribute to their academic achievement positively. With this research; the importance of teacher-student relations has been statistically revealed not only in a theoretical way but by the analyzes made as well.
Highlights
Like every institution; schools, with their own unique structure and functioning, have their characteristic objectives (Saglam, 2010)
In this research, the relationships between trust in teachers and school burnout variables, which directly or indirectly affect the success of high school students, were revealed and structural equality modeling was used to analyze their relationship with academic achievement
Schools are formal organizations (Aydin, 2007) with unique aspects where education services are produced (Basaran, 1999), that are created for people, that affects and are affected by human (Bursalioglu, 2010) Schools are the learning areas that source much of human learning (Fry, Ketteridge and Marshall, 2009)
Summary
Like every institution; schools, with their own unique structure and functioning, have their characteristic objectives (Saglam, 2010). One of the most important objectives of schools is to increase the academic achievement of students. Students' academic achievement is influenced by many variables. Students' school burnout (Atik, 2016; Demir and Gencdogan, 2017; Galbraith and Merrill, 2014; Kutsal and Bilge, 2012; Lin and Huang, 2013; Salmela-Aro, Kiuru, Pietikäinen and Jokela, 2008; Salmela-Aro, Read, Minkkinen, Kinnunen and Rimpelä, 2018) and their trust in their teachers (Adams, 2013; Bryk and Schneider, 2002; Dewulf, van Braak and Van Houtte, 2017; Goddard, Salloum and Berebitsky, 2009 Hoy and Tschannen-Moran, 2007; McKinney and Berube, 2018) have been identified as important factors in their success. Burnout is defined in different ways in the literature. Freudenberg (1974) defines burnout as a state of exhaustion resulting from unfulfilled wishes in the inner resources of man, depletion, energy and power loss, or failure. Burnout is an emotional exhaustion and cynicism syndrome psychologically and physically appearing in humans that prevents a person from devoting himself to what he does, causing him to exhibit a negative attitude towards his job and other people, and to regard himself as insufficient (Maslach and Jakson, 1981)
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