The relationship between teacher professional development and burnout

The purpose of this study was to determine the primary school teachers’ attitudes towards professional development and to explore primary school teachers’ sense of burnout. It was also aimed to explore the relationships between teachers’ levels of professional burnout and their attitudes towards pro...

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Bibliographic Details
Published inProcedia, social and behavioral sciences Vol. 2; no. 2; pp. 4928 - 4932
Main Authors Özer, Niyazi, Beycioglu, Kadir
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 2010
Subjects
burnout
Primary school teachers
professional development
Primary school teachers
burnout
professional development
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Summary:The purpose of this study was to determine the primary school teachers’ attitudes towards professional development and to explore primary school teachers’ sense of burnout. It was also aimed to explore the relationships between teachers’ levels of professional burnout and their attitudes towards professional development. Maslach Burnout Inventory (MBI) and Teachers’ Attitudes about Professional Development (TAP) scales were administered on 144 primary school teachers (F=40, M=104) working in Adıyaman, a city located in the south-eastern part of Turkey. Research results revealed that teachers’ views differ significantly by gender and teaching experience. In addition results showed that teachers’ attitudes towards professional development are moderately positively related with personal accomplishment and slightly negatively related with depersonalization.
ISSN:1877-0428
1877-0428
DOI:10.1016/j.sbspro.2010.03.797