Schools play a key role in the upbringing and education of individuals who build communities. The main tasks of the administrators of these institutions are to use the available resources economically and effectively in order to achieve the objectives of the school and to find new resources when necessary. School administrators need to be physically, mentally and emotionally healthy to perform these tasks. Because, when exposed to negative situations in the workplace for a long time, they react to these distressing and stressful negativities. Therefore, it is important to investigate the factors that may cause school administrators to fall into such situations. In this study, it is aimed to examine the predictor and mediator roles of self-efficacy and job satisfaction levels of school administrators on their levels of occupational burnout of the administrators. The data will be collected through; (1) ‘Burnout Scale’ developed by Pines and Aranson (1988) and adapted into Turkish by Çapri (2006), (2) ‘General Self-Efficacy Scale’ developed by Sherer et al. (1982), restructured by Bosscher and Smit (1998) and adapted into Turkish by Tarakçı (2009), (3) ‘Job Satisfaction Scale’ developed by Çetinkanat (2000) and (4) a ‘Personal Profile Form’ prepared by the researcher. The study is designed in structural equation model. The findings of the study will be discussed within literature and recommendations will be made in accordance with the results.
School administrator, self-efficacy, job satisfaction, burnout.