Yurttaş,T.Koklu,M.Eğitim Bilimleri / Educational Sciences2024-05-252024-05-25202102645-909410.33438/ijdshs.9365492-s2.0-85147450680https://doi.org/10.33438/ijdshs.936549https://hdl.handle.net/20.500.14517/2541The purpose of this study is to determine the burnout levels of teachers according to the perceptions of teachers working in public high schools, and to reveal whether the perceptions of teachers differ significantly according to some personal characteristics of teachers and the characteristics of the school. The research is a study in general survey model. The study universe of the research, in the 2019-2020 academic year, the province of Istanbul; While the 2983 permanent high school teachers working in the state high schools in Beşiktaş, Beyoğlu, Şişli and Kağıthane districts were formed, the sample was made up of 358 teachers. "Maslach Burnout Inventory-Educator Form" was used as the data collection tool of the study. As a result of the research; from the lower dimensions of burnout. In the emotional exhaustion sub-dimension; It has been determined that teachers are rarely (sometimes very close to their level, (Equation presented)=1.58 ± 0.77) burnout. Teachers' perceptions show a statistically significant difference according to gender, professional seniority, and branch variables (p>0.05). In the desensitization sub-dimension; It turns out that teachers rarely show burnout ((Equation presented)=0.82 ± 0.65). Teacher perceptions show a statistically significant difference according to the variables of professional seniority, school type, number of students (p>0.05). In the personal success sub-dimension; It was determined that teachers were rarely in burnout ((Equation presented)=2.75 ± 0.54). Teachers' perceptions show a statistically significant difference according to number of children, and professional seniority variables (p>0.05). © Author(s) 2021 by the authors.eninfo:eu-repo/semantics/openAccessBurnoutHigh School TeachersHigh School Teachers' BurnoutArticleQ442100112