Teachers have been responsible for teaching and learning process initially because of their interaction with the students.  The teachers represent a personality model to students and they can impact the students’ psychological and cognitive state with their behavior and attitude. At this point, the efficiency of the teacher is very important. In many research study shows that the efficiency of the teachers is related to the psychosocial atmosphere of their working place, the level of their requirements that needs to be meet and their professional development. (Glyn, 1982; Clees ve Nabors; 1992; Barr, 2005). In addition, socio-economic-cultural conditions, technological and scientific developments, laws and values, psychical environments and many other factors can affect the teachers’ quality, motivation and performance (Sinclair, 2008; Stipek, 1993; Davis & Wilson, 2000; Zembylas & Papanastasiou, 2005).

Depression is an important construct that can reduce the performance of the teachers in that it is a decisive factor of motivation. Depression can lead to individuals to be passive, having difficulty in starting a new activity, to be reluctant to develop them and working and become less motivated (Quinn, 2002). Therefore, there is a positive linear relationship between motivation and depression (Moon, 2000). In many study, it is pointed out that the depression is widespread among individuals working in organization and its cost to the organization and its negative impact on efficiency of them (Sutherland, 1995; Young & Lambie, 2007).

The depression level of teachers affects their motivation and their efficiency. In addition, the teachers’ depression level has an effect on students in a variety of ways. Therefore, the purpose of this study is to find out their depression level, thinking style and the relationship between them based on Rational Emotive Behaviour Therapy.

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