Teacher Efficacy and Perceptions of Burnout: A Study on Integrated Classroom Teachers

The aim of this study is to analyse the relationship between the competency perceptions and burnout perceptions of multi-grade classroom teachers. Additionally, this research is a descriptive survey model. The sample of this study consists of 201 teachers who work in multi-grade classrooms in both Kars city centre and counties of Kars city. In addition; "Personal Information Form", "Teacher Competency Perception Questionnaire" and "Maslach Burnout Inventory - Educator Form" have been used in this research. Besides, analyses of arithmetic mean and standard deviation have been included for the obtained data from Teacher Competency Perception Questionnaire and Maslach Burnout Inventory - Educator Form. Moreover, Pearson Moment Correlation Analysis has been used to analyse whether there is a statistical relation between teachers' competency perceptions and their burnout perceptions. As a result of the data obtained from this research, it has been deduced that teachers of multi-grade classrooms perceive themselves as competent in all sub-dimensions of teacher competencies. However, in terms of burnout perceptions, it is seen that their perceptions in the emotional exhaustion sub-dimension is high, in the depersonalization sub-dimension is average and in the personal success sub-dimension is low. In addition to these, it is also seen that there is a negative correlation between emotional exhaustion as well as depersonalization which are sub -dimensions of personal success and some dimensions of professional competencies. On the other hand, it is seen that there is a positive correlation between the personal success sub-dimension and some sub-dimensions of professional competence.