Atilla ERKUL [1] , Gülay DALGIÇ [2]
In this study, the burnout levels of vocational high school teachers in the burnout sub-dimensions; branch, professional seniority, educational status, gender, marital status, and whether they chose the teaching profession willingly or not. The universe of the research consists of 542 teachers working in Vocational High Schools in ?i?li, Istanbul during the 2011-2012 academic year. The sample of the study consists of 215 teachers who voluntarily participated in the study from these schools. Maslach Burnout Inventory and Personal Information Form were used to determine the burnout levels of teachers in the study. Arithmetic mean, t-test and one-way analysis of variance (ANOVA) were used in the statistical analysis of the data obtained. According to the research findings, the most burnout is seen in the "Emotional Exhaustion" sub-dimension. This dimension is followed by the dimensions of "Personal success" and "Depersonalization", respectively. While there was no significant difference in depersonalization and personal achievement sub-dimensions according to gender and branch variables in the study; There was a significant difference in emotional exhaustion dimension. According to this, female teachers according to male teachers; It is seen that culture course teachers experience more emotional exhaustion than vocational course teachers. In the study, it was found that teachers who chose their profession involuntarily experienced more emotional exhaustion and depersonalization than those who chose the profession willingly. In the study, also in the burnout sub-dimensions of teachers, marital status,
