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Today, in a time when extraordinary and rapid developments occur daily and because foundations of daily life are increasingly becoming mathematical, knowing and understanding mathematics have gained considerable importance. In such a changing world, individuals able to understand and use mathematics will have more say in enhancing opportunities and occasions that may shape their future (NCTM, 2000). In this context, understanding and being successful in mathematics have gained further importance.

This study attempted to explore Turkish headteachers' and teachers' burnout and job satisfaction relating to work status, gender and years work-experiences. The purpose of this study is to find out whether there is difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and years work-experiences. In this study, quantitative approach was used. A total of290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBl), were used to measure dimensions ofheadteachers , and teachers' burnout. The study results indicated that headteachers have more job dissatisfaction and depersonalisation than teachers. Males have less emotional exhaustion but higher depersonalisation than their female counterparts. Subjects participated in this study seemed to be different on depersonalisation and personal accomplishment dimensions on the scale in relation to their work years. More experienced subjects have higher depersonalisation and less job satisfaction than their less experienced counterparts. In contrast, more experienced subjects have higher personal accomplishment than the others.

The aim of this study was to see how teachers' burnout is related to different aspects of locus of control, job satisfaction and demographic characteristics such as age and gender. The Job Satisfaction Scale was used to measure the subjects' job satisfaction level. In addition, the Maslach Burnout Inventory which was used to measure dimensions of teachers' burnout consisted of three subscales: emotional exhaustion, personal accomplishment and depersonalisation. The Internal-External Locus of Control Scale was used to measure the extent to which teachers had an internal or external locus of control. The findings showed that all burnout dimensions were either positively or negatively related to independent variables. All variables were statistically significant in predictive effect on depersonalisation. External locus of control and age (predictor variables) were positively and directly related to emotional exhaustion dimension of burnout. Only one variable—age (predictor variable)—was significantly predictive of personal accomplishment.

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