Abstract:

The present study was conducted to determine the correlation between patience and burnout based on the views of primary school teachers in public schools affiliated with the Ministry of National Education. The study participants, which was structured with the relational survey model, were determined by the stratified sampling method and were formed from 910 primary school teachers working in 97 public primary schools in the Ordu province, Turkey. The study data were collected with two scales, namely the “Teacher Patience Scale” to determine the patience levels of the teachers, and the “Maslach Burnout Inventory-Educator Form” to determine the burnout levels. The data were analyzed with parametric tests in statistical software. The study findings revealed that the patience levels of the primary school teachers in both general patience and instruction and interaction dimensions were “very high”, and burnout level findings demonstrated that teachers experienced “low” levels of burnout in emotional burnout and personal achievement dimensions, and “very low” level of burnout in the depersonalization dimension. In the study, it was determined that there was a moderately significant correlation between patience and burnout sub-dimensions. There was a negative correlation between patience levels and emotional exhaustion and depersonalization levels of the primary school teachers, while a positive correlation was determined between patience levels and personal achievement levels. In other words, as the patience levels of the teachers increased, their emotional exhaustion and depersonalization levels decreased, and personal achievements increased.

Keywords: