Teacher Self-Efficacy and Teacher Burnout: A Study of Relations

By Leila Gholami. 2015

681 citations recorded by the source corpus.

In any teaching and learning setting, there are some variables that play a highly significant role in both teachers' and learners' performance. Two of these influential psychological domains in educational context include self-efficacy and burnout. This study is conducted to investigate the relationship between the self-efficacy of Iranian teachers of English and their reports of burnout. The data was collected through application of two questionnaires. The Maslach Burnout Inventory (MBI; Maslach& Jackson 1981, 1986) and Teacher Efficacy Scales (Woolfolk& Hoy, 1990) were administered to ten university teachers. After obtaining the raw data, the SPSS software (version 16) was used to change the data into numerical interpretable forms. In order to determine the relationship between self-efficacy and teachers' burnout, correlational analysis was employed. The results showed that participants' self-efficacy has a reverse relationship with their burnout.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ca9d109763c3f6e8918ac324adb3379885ebe984

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Citations in the corpus

Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, positive): “…self-efficacy have furthermore been found to be more satisfied with their job and to suffer less from burnout symptoms than less efficacious educators (Brou-wers, Evers, & Tomic, 2001; Caprara, Barbaranelli, Borgogni, & Steca, 2003; Friedman, 2003; Klassen & Chiu, 2010; Skaalvik & Skaalvik, 2010).”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, methodology): “…of leaving the teaching profession (e.g., Avanzi, Miglioretti, Velasco et al., 2012; Brouwers & Tomic, 2000; Collie, Shapka, & Perry, 2012; Gilbert, Adesope, & Schroeder, 2014; Klassen & Chiu, 2010; Klassen et al., 2013; Saricam & Sakiz, 2014; Skaalvik, 2007; Skaalvik & Skaalvik, 2010, 2014).”
Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, methodology): “…Avanzi et al., 2012; Brouwers & Tomic, 2000; Caprara, Barbaranelli, Borgogni, & Steca, 2003; Collie et al., 2012; Gilbert et al., 2014; Klassen & Chiu, 2010; Klassen et al., 2013; Saricam & Sakiz, 2014; Skaalvik & Skaalvik, 2007; 2010; 2014; 2016; Stephanou & Oikonomou, 2018; Zee & Koomen, 2016).”
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “It is argued that emotional exhaustion constitutes the core elements of burnout (Skaalvik & Skaalvik, 2010).”
How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, methodology): “Introduced first by Freudenberger (1974), burnout is defined as a deficiency in properly undertaking a job due to various stressful factors prevalent in the job (Betoret, 2009; Maslach & Jackson, 1981; Skaalvik & Skaalvik, 2010).”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “Most previous studies confirm the positive relationship between teacher autonomy and teacher outcomes (Crocco and Costigan, 2007; Skaalvik and Skaalvik, 2010).”
Trust in School: A Pathway to Inhibit Teacher Burnout?. (2015, background): “Teacher burnout studies that explore such organizational factors as features which are actually measured at the organizational school level and not merely reflect an individual teacher’s perception of the work context (e.g. Fernet et al., 2012; Jackson et al., 1986; Kremer-Hayon and Kurtz, 1985; Maz”
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “Teachers’ job satisfaction has been conceptualized as the affective reactions and cognitive appraisal of their day-to-day work (Ho & Au, 2006; Skaalvik & Skaalvik, 2010).”
Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey (2014, background): “Literature shows that burnout is extensively experienced among professionals who provide social and human services, including teachers from various branches (Jennett, Harris, and Mesibov 2003; Skaalvik and Skaalvik 2010).”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “…poorer self-reported physical health (Hakanen, Bakker, & Schaufeli, 2006), lower self-efficacy (Brouwers & Tomic, 2000; Evers, Brouwers, & Tomic, 2002; Schwarzer & Hallum, 2008; Skaalvik & Skaalvik, 2007, 2010), and higher levels of intentions to leave the teaching profession (Leung & Lee, 2006).”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “Even though prior teaching experience is shown to affect teachers’ efficacy beliefs (Skaalvik & Skaalvik, 2010), conceptions about learning and teaching (Calderhead, 1996) and their professional development in general (De Vries, Jansen & van de Grift, 2013), the first year of studies has been shown…”
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, background): “One of the most important predictors for high teacher commitment and retention is teacher job satisfaction (Skaalvik & Skaalvik, 2010, 2017).”
Locus of control and the labor market (2015, neutral): “example, see Rose and Medway (1981) and Skaalvik and Skaalvik (2010), who investigate the consequences of teacher locus of control.”
How to mobilize social support against workload and burnout: The role of organizational identification (2018, background): “In fact and in line with previous research conducted in the school context, workload has been shown to represent a major source of teachers’ stress (Moreno-Abril et al., 2007; Skaalvik & Skaalvik, 2010).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, positive): “In elementary school (Collie et al., 2012; Helms-Lorenz et al., 2012; Skaalvik & Skaalvik, 2010; Stephanou, Gkavras, & Doulkeridou, 2013), as well as in middle and high school (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2010; Caprara et al., 2003; Caprara et al., 2006; Tsigilis,…”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, result): “Previous studies have shown that teachers’ self-efficacy is related to affective variables, for example, teachers’ emotional exhaustion (Skaalvik and Skaalvik 2010) or job satisfaction (Klassen and Chiu 2010; Vieluf et al. 2013).”