Özet:

The purpose of this study is to compare the burnout levels of academics of Faculty of Sports Sciences and academics of other faculties in Ondokuz Mayıs University (OMU). A total of 285 academics working in different faculties and higher schools of OMU participated in the study. The data was collected through a demographic information form prepared by the researchers and Maslach Burnout Inventory (1981). Kolmogorov Smirnov test, T test and Anova test were used for the statistical analysis of the data. When the burnout levels of the participants were compared in terms of gender, a significant difference was found in the emotional exhaustion subscale scores (p<0.05), while no significant difference was found in depersonalization and personal accomplishment subscales (p>0.05). When the burnout levels of the participants were compared in terms of title, a significant difference was found in the emotional exhaustion subscale scores (p<0.05), while no significant difference was found in depersonalization and personal accomplishment subscales (p>0.05). Unlike literature, the low burnout levels of research assistants in this study can be explained with the fact that they have ensured an environment of personal success both within the university and around their own working environment and thus this has resulted with a positive effect of burnout with their commitment to their occupations. In the comparison between faculties and higher schools, a significant difference was found between the scores of exhaustion, depersonalization and personal accomplishment subscales (p<0.05). Comparisons showed that the academics in the Faculty of Sports Sciences had higher burnout levels when compared with the academics in other faculties and higher schools. The fact that the academics in the Faculty of Sports Sciences teach both theoretical and applied courses and having a tiring student profile caused by the hectic and active lifestyle of the students due to the sports they play and the scientific publications which form the criteria of academic success may have caused their exhaustion. In line with these results, the associations between the numbers of the courses academics teach and their burnout levels can be examined

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