EXAMINING THE RELATIONSHIPS OF CO-RUMINATION AND SELF-COMPASSION WITH TEACHERS’ BURNOUT

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The main aim of the current study was to investigate the role of gender, working year, co- rumination and self-compassion levels in teacher’s burnout. The second aim was to examine whether there were significant gender differences in teachers’ burnout levels. Research sample consisted of 330 teachers, of which 212 were female and 118 were male teachers. For data collection in the study, Maslach Burnout Inventory-Educators Survey, Co-rumination Questionnaire, Self-Compassion Scale and Personal Information Form were used. T-test results showed that males had significantly higher scores than females on the depersonalization and lack of personal accomplishment dimensions of burnout. Hierarchical regression results showed that gender and working year significantly predicted depersonalization and lack of personal accomplishment dimensions of burnout. Co-rumination was not significant predictor of burnout dimensions. The results also showed that over-identification was significant predictor of emotional exhaustion and lack of personal accomplishment. Also, self-judgment was significant predictor of emotional exhaustion and depersonalization dimensions of burnout.

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Burnout , Co , Rumination , Self , Compassion

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi