The relationship between dimensions of self-determination motivation in education with teacher's job enthusiasm and burnout

The purpose of this descriptive survey study was to determine the relationship between dimensions of self-determination motivation in education with teachers’ job burnout and enthusiasm. The research population included all primary school teachers of Khoy (west Azarbāyjān Province) in the academic year 2014-2015 (i.e., 1500 teachers). The research sample consisted of 306 (122 males and 184 females), determined in accordance with the Krejcie and Morgan (1970)’ table, through random sampling method, while taking into account the gender of the teachers. To collect the data, self-determination motivation in education questionnaire of Ruth, Assor, Kanat and Kaplan (2007), the Maslach (1993)’s Burnout questionnaire and the job engagement questionnaire of Askafyly, Marfytnz, Pinto, Salanva and Baker (2002) were used. Data was analyzed using Pearson correlation coefficient test and multiple regressions. The results showed that there is a relation between components of self-determination motivation in education with enthusiasm and job burnout of teachers. Also, 15 % of the burnout variance of teachers’ and30 % of teachers’ enthusiasm was determined by self-determination motivation factors. In other words, high levels of self-determined motivation in education lead to positive consequences such as increased job engagement and decreased job burnout.