The Role of Motivational Language Used by School Adminisrator in Teacher Burnout

The purpose of this study is to determine the relationship between school administrator’s motivational language and teacher burnout. In this research relational screening model was used. The research sample consists of 348 teachers in 26 schools that were selected randomly from the middle schools affiliated to the Ministry of National Education at Hatay’s city center in 2017-2018 academic year. Data analyses were performed with the program of SPSS. Data were collected by “Motivational Language Scale” and “Teacher Burnout Scale”. According to the study findings, motivational language used by school administrator negatively and significiantly predicts teacher burnout. While directing-giving sub-dimension of motivational language significantly predicts teacher burnout, empathetic and meaning-making sub-dimensions do not predict. This study has revealed one of the main assumptions of Motivational Language Theory that leaders have to use all three sub-facets of motivational language together properly to get effective outputs has not been confirmed by the context of a decrease in teacher burnout. It is crucial for school administrator to invest in developing and strengthening motivational language and especially its directing-giving component in order to reduce teacher burnout