Determining the contribution of social support and self-control components in predicting job burnout of elementary school principals

School administrators are faced with new demands, more complex decisions, and additional responsibilities than ever before. Their day is usually filled with various administrative functions such as providing resources, managing learner discipline, resolving conflicts with parents, and dealing with unexpected teacher and learner crises. Therefore, the current research was conducted with the aim of determining the contribution of social support and self-control components in predicting the job burnout of elementary school principals.

Materials: 

The research method was applied in terms of purpose and data collection in the descriptive-correlation research group and in terms of scope of work in the quantitative research group. The statistical population of the research consists of 651 principals and viceprincipals of Ashtrinan education and training schools in the academic year 6110-6107, and 02 people were selected as a sample using the sampling table of Karjesi and Morgan. In order to collect data, the standard questionnaires of social support by Sherburne and Stewart (0770), self-control by Tanji (6114), and job burnout by Meslesh (0700) were used. The collected data were analyzed using descriptive and inferential tests using SPSS 60 software.

The research findings showed that between social support (informational support, social network support, self-esteem support, device support) and self-control (primary selfcontrol, inhibitory self-control) with correlation coefficients of -12264 and -12290 respectively. , 12541, 12509 and 12290, 12917 have a significant and inverse relationship with job burnout. Discussion and

In view of this issue, it is necessary to provide training and create support systems and self-control training for primary school principals.