Educational Sciences: Theory & Practice - 12(3) • Summer • 1823-1830 © 2012 Educational Consultancy and Research Center www.edam.com.tr/estp Abstract The aim of this study is to examine burnout levels of secondary education teachers in terms of some variables. The study was conducted with descriptive survey model and 532 secondary education teachers working in Aydın in 2009-2010 academic year participated in the study. At the end of the study it was found that there was a signi- ficant difference between teachers’ burnout levels and their demographic features such as subject, age, sex, se- niority, and their opinions about relationships with administrators and colleagues, updated secondary education curriculum. On the other hand, it was seen that there was no significant difference between their burnout levels and demographic features like faculty they graduated and type of school they work and their opinions about physical condition of the school they work, academic level of students, their economic levels, university entrance system and their attendance to in service training courses. Findings reached were discussed in connection with literature and suggestions were made. Key Words Burnout, Secondary Education, Teacher, Emotional Exhaustion, Depersonalization and Personal Accomplishment Teachers’ Burnout Levels in terms of Some Variables Burnout is defined as a function of stress individuals feel in their social and professional life (Gold & Bac- helor, 2001), loss of aim, energy and idealism towards job (Edelwich & Brodsky, 1980), exhaustion and ti- redness because of a decrease in physical and emo- tional energy (Maslach, Schoufeli, & Leiter (2001). Maslach et al. (2001) conceptualized burnout in three dimensional phenomenon, these are exhaustion, de- personalization and accomplishment. As a result of burnout individual’s performance at work decreases and it causes damages in his health both physically and psychologically at behavioral level. Consequently some problems were identified in individual’s perso- nal and family life (Black, 2003; Hellesøy, Grønhaug, & Kvitastein, 2000; Maslach et al.). Physical symptoms of burnout can be listed as follo- wing; headache, fatigue, problems in stomach, ulcer, restlessness, increase in heart rhythm, cardiovas- cular problems and neurological problems (Black, 2003; Talmor, Reiter, & Feigin, 2005), psychological symptoms are rage, indication of depression, steady tension, confusion, indecision, chronic anxiety, long term insuficiency feeling, low self-esteem, ho- pelessness, substance addiction, problem with fo- cusing, charging others for his own responsibilities, disappointment and anxiety attack (Black,; Naylor, 2001; Sarı, 2004; Talmor et al.; Wood, 2002), beha- vioral indications are deterioration of interaction, having mocking manner towards his colleagues and other individuals, absenteeism or showing illness as an excuse not to come to work, deterioration in the quality of service, postponing or not doing some works (Kaçmaz, 2005). a Dr. Nermin KORUKLU, Ph.D., is currently an assis- tant professor at the Department of Educational Sciences, Guidance and Psychological Coun- seling. Her research interests include conflict resolution and peer mediation, social problem solving, agression. Correspondence:Assist.Prof. Nermin KORUKLU, Adnan Menderes Üniversity, Faculty of Education, Department of Guidance and Psychological Counseling, Aydın/TURKEY. E-mail: nkoruklu@adu.edu.tr; nonerkoruklu@gmail.com Tel: +90 256 214 2023/1561 Fax: +90 256 214 1061 Burak FEYZİOĞLU Adnan Menderes University Elif ALADAĞ Adnan Menderes University Nermin KORUKLU a Adnan Menderes University Hatice ÖZENOĞLU-KİREMİT Adnan Menderes University