Teachers' perceptions for problematic student behaviors: examination according to teachers’ burnout situations

Abstract

In this study, it was investigated the behaviors of primary and secondary school students were perceived as problematic by teachers and whether or not teachers' burnout situations are influencing this perception. 188 teachers which of 112 females (60%) and 76 males (40%) constituted the sample group. Maslach Burnout Inventory and a short questionnaire form were used for data collection. It has been shown that the decrease in the level of burnout of teachers leads them to be more sensitive to their students and to prefer more constructive and humanist methods to correct the behaviors of the students they perceive as problematic. It was also found that the increase in the burnout level of the teachers led to more disciplinary attitudes towards the students.