Abstract:

The present study was conducted to determine the factors affecting patience and burnout based on the views of primary school teachers employed in public schools. The study, which was designed qualitatively, was conducted based on the phenomenology method. The participants of the study consisted of 16 primary school teachers assigned with the maximum diversity sampling. The data of the study were collected with a semi-structured interview form and analyzed with descriptive analysis method. The study revealed that the negative student behavior, the negative impact of the pandemic and students with special conditions were the factors that affected the patience levels of the teachers in the instruction dimension. According to the teachers, the factors that most affected their patience levels in the interaction dimension included negative parental approaches, insistency of the administration and indifferent and insensitive parenthood. Teachers stated that the factors that affected their emotional burnout included disreputation of the teaching profession, high workload and non-educational duties, and the factors that most affected their depersonalization were parental indifference, negative attitudes, and lack of empathy. According to the teachers, the factors that most affected their burnout levels in the personal achievement dimension included their inability to follow up on innovations, lack of positive student feedback and familial and economic problems. Finally, recommendations are presented in the study to reduce the factors that negatively affect patience and burnout in teachers.

Keywords: