Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.31, sa.2, ss.391-409, 2016 (ESCI)
The purpose of this study was to determine and compare job satisfaction and burnout levels of primary school teachers working in combination and single-grade classrooms. The data were collected from 465 primary school teachers who work in single-grade classrooms and 75 primary school teachers who work in combination classrooms in the central towns and rural areas of Ankara in the first semester of 2013-2014 academic year. The job satisfaction levels of the primary school teachers were measured through Minnesota Job Satisfaction Questionnaire-Short Form (MSQ-SF), and burnout levels were measured through Maslach Burnout Inventory-Educators Survey (MBI-ES). The results indicated that general job satisfaction level of the primary school teachers working in combination and single-grade classrooms was at medium level. They experienced emotional exhaustion at a medium level and depersonalization at a low level. The teachers of single-grade classrooms had a low level of personal accomplishment, while the teachers of combination classrooms had a medium level of burnout. Statistically significant differences were found as a result of the comparison between the teachers in combination and single-grade classrooms in terms of job satisfaction and burnout levels.