IMPACT OF PSYCHOLOGICAL HARDINESS AND SELF-MONITORING ON TEACHER BURNOUT

ABSTRACT: The purpose of this research is to examine the moderating effects of psychological hardiness and self-monitoring on the linkage between organizational politics and teacher burnout. Totally 1344 teachers from 112 high schools chosen by random method in Ankara, Istanbul, Adana, Antalya, Samsun, Kahramanmaras, Adiyaman and Gaziantep in 2010-2011 spring semester, constitute sample of the research. Organizational politics were measured using the Perception of Organizational Politics (POP). Maslach Burnout Inventory, the Personal Views Survey III-R and Self-Monitoring Scale (SMS) were used to assess teacher burnout, psychological hardiness and self-monitoring respectively. In the study, the hypotheses were tested by using moderated hierarchical regression. The results of the study reveal that organizational politics is positively related to teacher burnout within high schools. Furthermore, self-monitoring strengthened the positive relationship between organizational politics and teacher burnout and psychological hardiness weakened that relationship