Technology, which is expected to affect teachers' work positively, may have negative effects such as technostress. Technostress, on the other hand, can affect teachers' professional burnout.  With this study, it was aimed to reveal the relationship between teachers' technostress and professional burnout levels. For this purpose, quantitative data were collected from 190 teachers in a province located in the Western Black Sea Region in the academic year 2020-2021. Two scales were used to collect quantitative data. Of these, the "Technostress Scale" consists of 28 items and 5 factors, and the "Burnout Scale" consists of 10 items and a single factor. The relationship between the obtained data and teachers' technostress and professional burnout levels was investigated. The differences between teachers' technostress and professional burnout levels and variables of gender, school level and professional seniority were investigated. As a result of the analysis of the data obtained, it was seen that the teachers' technostress levels were moderate and their professional burnout levels were at the level of danger signals. A significant difference was found between teachers' technostress and gender variables, and it was seen that female teachers' technostress levels were higher than male teachers' technostress levels. No significant difference was found between the teachers' professional burnout levels and the gender variable. No significant difference was found between teachers' technostress and professional burnout levels and professional seniority, education level variables. It has been observed that there is a positive moderate relationship between teachers' technostress and professional burnout levels. However, technostress affects teachers' professional burnout. Technostress explained approximately 28% of occupational burnout.

Teknostres, mesleki tükenmişlik, teknolojik yeterlik