A Research on the Burnout and the Teaching Profession Attitudes of Teacher Candidates

Abstract

Purpose of this study is to examine burnout and teaching profession attitudes of teacher candidates. Research was conducted with 287 teacher candidates. By the findings; burnout and teaching profession attitudes of teacher candidates don’t differ according to their gender. Burnout of teacher candidates differs according to their graduation status but teaching profession attitudes of teacher candidates don’t differ according to their graduation status. Emotional exhaustion points of teacher candidates differ according to their field of study. Teacher candidates in art teaching have the highest emotional exhaustion mean ranks and teacher candidates in nursing have the lowest emotional exhaustion mean ranks. Lack of personal accomplishment points of teacher candidates differ according to their field of study. Teacher candidates in American culture and literature have the highest lack of personal accomplishment mean ranks and teacher candidates in Turkish teaching have the lowest lack of personal accomplishment mean ranks. Depersonalization points of teacher candidates differ according to their field of study. Teacher candidates in journalism have the highest lack of personal accomplishment mean ranks and teacher candidates in German language and literature have the lowest lack of personal accomplishment mean ranks. Teaching profession attitude points of teacher candidates differ according to their field of study. Teacher candidates in geography have the highest teaching profession attitude mean ranks and teacher candidates in journalism have the lowest teaching profession attitude mean ranks. Additionally, burnout of teacher candidates explains 9% of the total variance of their teaching profession attitude. Examining the results of the t-test, competence and depersonalization are seen to be the significant predictors of teacher candidates’ teaching profession attitude.