Examining the Relationships between the Burnout Levels and Creative Thinking Levels of Special Education Teachers

Abstract

In this study, the relationships between the burnout and creative thinking levels of special education teachers (SET) were examined. 214 special education teachers were contacted to accomplish this goal. The Maslach Burnout Inventory-Educator’s Survey and the Marmara Creative Thinking Tendency Scale were used in the study. Conducted in accordance with the goal, the surveys revealed that the creative thinking tendencies of SETs decrease as their burnout levels increase; their creative thinking, self-discipline, novelty-seeking, courage, curiosity, and flexibility levels decrease as their emotional exhaustion levels increase; and their creative thinking, self-discipline, novelty-seeking, courage, curiosity, doubt, and flexibility levels increase as their personal accomplishment levels increase. In conclusion, improving the salaries, providing training on scientific-based practices, and organizing in-service training were suggested in the study in order to reduce the burnout of SETs and increase their creative thinking tendencies.