Examining the Burnout Syndrome Experienced by School Stakeholders in the Pandemic Process According to Teacher Opinions

Abstract

Burnout can be defined as an emotional state that reduces the enjoyment of the individual's relations with his environment and his/her work, gives a feeling of physical, mental and emotional fatigue and hopelessness which is frequently encountered in occupational groups with intense interpersonal interaction. In this context, nearly all school stakeholders are likely to experience burnout due to intense human relations among school stakeholders. In this study, it was aimed to evaluate the burnout levels of school stakeholders in the context of teachers' perspectives in a phenomenology pattern by using the maximum diversity sampling method. The study group was formed with 30 teachers working in schools in Sivas. Research data were collected through a semi-structured interview form developed by the researchers. Content analysis method was used in the evaluation of the data. As a result of the research, teachers' perceptions of burnout and their thoughts on the state of burnout related to the teaching profession were determined. According to teachers’ opinions, it has been observed that the burnout levels of school stakeholders are high and their expectations from parents, students, school management and the Ministry of National Education are high in order to cope with the feeling of burnout.