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The relationship between perceived ethical climate and teacher burnout

Doğanay, Birtanem
Ethical climate can be defined as the perceptions about the organizational activities of the school, which are based on ethical principles in relationships and interactions between teachers and students, or reveal ethical behavior (Demir, & Karakuş, 2018). A positive ethical climate in schools allows emergence of caring relationships (Noddings, 1988). Caring relationships and a sense of belonging within a school forms positive student attitudes and increases motivation and participation in school (Keiser and Schulte, 2007; Grayson and Alvare, 2008; Demir & Karakuş, 2015; Aloe et al., 2014). Considering that there is a positive correlation between student misbehavior and teacher burnout dimensions (Aloe et al., 2014), it can be sated that reducing misbehavior reduce teacher burnout. The main purpose of this study is to investigate the relationship between the perceived ethical climate and teacher burnout in primary and middle school. Correlational research design as a quantitative research model was used to examine this relationship. Data were collected from a total of 412 primary and middle school teachers in Edirne. Two questionnaires are selected for their usefulness in answering the research questions; The Elementary School Ethical Climate Index was developed by Keizer and Schulte (2007) and Maslach Burnout Inventory is developed by Maslach and Jackson (1981). The results of the study indicated that there is a negative relationship between the perceived ethical climate and teacher burnout. The sub-dimensions of the ethical climate, called student-to-teacher and teacher-to-student, predicted teacher burnout.