Burnout, depression, efficacy beliefs, and work-related variables among school teachers

By Vincenza Capone, Mohsen Joshanloo, M. Park. International Journal of Educational Research, 2019

110 citations recorded by the source corpus.

Abstract The present study investigated burnout and its associated factors in school teachers. We tested the relationships between burnout, depression, efficacy beliefs (self and collective), school climate, and organizational justice in a sample of 609 Italian school teachers. Using path analysis and controlling for age and gender, we found that collective efficacy, school climate, and organizational justice were significantly associated with burnout and depression. The relationships between these variables and depression were mediated by burnout. Results suggest that planning development programs to reduce teachers’ malaise and improve their evaluation methods involves taking into account the buffering effect of efficacy beliefs, school climate, and organizational justice against burnout and depression.

Subfields: Clinical Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b0542f56a9ad656802b9ca94c87a60ac850dbe68

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In Clinical Psychology

1. Gloria Obuobi-Donkor
2. B. Agyapong
3. Yifeng Wei
4. Lisa Burback

In Social Psychology

1. Gloria Obuobi-Donkor
2. B. Agyapong
3. Yifeng Wei
4. Lisa Burback

Citations in the corpus

• Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review (2022, background): “, 2019 [70] Italy Cross-sectional SS = 609 High school, middle school, elementary and primary school.”