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 purpose of this study is to examine the relationship between primary school teachers' perceptions of organizational justice and job satisfaction. Design & Methodology: This research was conducted in a relational screening model to determine the relationship between primary school teachers' perceptions of organizational justice and job satisfaction. The sample of the research is composed of 542 teachers selected by proportionate cluster sampling method from the teachers working in the central districts of Mersin (Mezitli, Toroslar, Yenişehir, Akdeniz). Information about perceptions of organizational justice of Elementary School Teachers' were collected with "Organizational Justice Scale", Information about Job Satisfaction of Elementary School Teachers' were collected with "Minnesota Job Satisfaction Scale". Findings: It has been found out that teachers in the survey are above the middle level of organizational justice perceptions and job satisfaction averages. As a result of the multiple linear regression analysis related to the job satisfaction of organizational justice perception; teachers' perceptions of distribuational justice and procedurel justice contributed significantly to the teachers' sense of job satisfaction, and perception of interction justice did not provide meaningful contribution to the model Implications & Suggestions: As a result of the multiple linear regression analysis carried out to determine the relationship between organizational justice and job satisfaction. It is determined that percepiton of distributional justice and procedural justice are significant predictors of job satisfaction and perception of interactional justice has not significant effect on job satisfaction. When standardized regression coefficients prioritized according to the effect on job satisfaction, it is perception of distributional justice, perception of procedural justice respectively. Also it has been determainded that 18% of the variance of teachers' job satisfaction is explained by organizational justice perceptions.

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