Abstract
The aim of this research is to determine the relationship between school principals' problem solving skills, burnout levels and self-efficacy beliefs. Quantitative relational design was used in the study. The sample of the research consists of 224 school principals working in Balıkesir. In the research, “Problem Solving Inventory”, “Freidman School Principals Burnout Scale” and “School Principals' Efficacy Perceptions Scale” were used as the data collection tools. Data were analyzed by T-test, Single-factor Analysis of Variance (ANOVA), and structural equation modeling. In the research, it was found that the problem solving skills of the school principals were at a high level and they almost never experienced burnout and their self-efficacy perceptions were at a high level. The results of the study revealed that there was no significant difference in the school principals' problem solving skills, burnout levels and self-efficacy beliefs, and variables such as gender, educational status, experience of principalship and school level. In the study, there was also a low and negative correlation between school principals' problem solving skills and self-efficacy beliefs, self-efficacy beliefs and burnout levels and there was a positive and low level relationship between problem solving skills and burnout levels of the school principals.
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