The role of classroom management efficacy, marital status, gender and teaching experience in predicting teacher burnout

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Date

2003

Author

Özdemir, Yalçın

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The purpose of this study was to examine to what extend classroom management efficacy, marital status, gender, and teaching experience predict burnout among primary school teachers. Participants of this study were 523 (345 female, 178 male) teachers who completed inventories. The results of multiple regression analysis indicated that three dimensions of teacher burnout (Emotional Exhaustion, Depersonalization, Personal Accomplishment) were affected differently from four predictor variables. Findings indicated that for the emotional exhaustion, classroom management efficacy, marital status and teaching experience; for depersonalization dimension, classroom management efficacy and marital status and finally for the personal accomplishment dimension, classroom management efficacy, gender, and teaching experience were significant predictors.

Subject Keywords

Classroom management, Education, Teacher effectiveness, Teacher burnout

URI

https://hdl.handle.net/11511/13363

Collections

Graduate School of Social Sciences, Thesis

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Citation Formats

Y. Özdemir, “The role of classroom management efficacy, marital status, gender and teaching experience in predicting teacher burnout,” M.A. - Master of Arts, Middle East Technical University, 2003.