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International Letters of Social and Humanistic Sciences
ILSHS Volume 60
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Teacher Self-Efficacy and Teacher Burnout: A Study of Relations
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Teacher Self-Efficacy and Teacher Burnout: A Study of Relations

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Abstract:

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. Keyword: teacher self-efficacy, teacher burnout

Info:

Periodical:
International Letters of Social and Humanistic Sciences (Volume 60)
Pages:
83-86
DOI:
https://doi.org/10.18052/www.scipress.com/ILSHS.60.83
Citation:
L. Gholami, "Teacher Self-Efficacy and Teacher Burnout: A Study of Relations", International Letters of Social and Humanistic Sciences, Vol. 60, pp. 83-86, 2015
Online since:
September 2015
Authors:
Leila Gholami
Keywords:
Teacher Burnout, Teacher Self-Efficacy
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Distribution:
Open Access

Creative Commons License
This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

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Brouwers, A., &Tomic, W. (2000). A longitudinal study of teacher burnout and perceived selfefficacy in classroom management. Teaching and Teacher Education, 16, 239-253.

Chwalisz, K., Altmaier, E. M., & Russell, D. W. (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psychology, 11, 377-400.

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Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583-593.

Maslach, C., & Jackson, S. E. (1981). Maslach burnout inventory manual. Mountain View, California: CPP, Inc.

Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed. ). Palo Alto, CA: Consulting Psychologist Press.

Maslach, C., Jackson S. E., & Leiter M. P. (1996). Maslach Burnout Inventory Manual. Palo Alto (CA): Consulting Psychologist Press.

Schaufeli, W. B. & Van Dierendonck, D. (1993). The construct validity of two burnout measures. Journal of Organizational Behaviour, 14, 631-647.

Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.

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Cited By:

[1] S. Özgözgü, M. Bektaş, F. Arıkan, H. Şimşek, "Okul Psikolojik Danışmanlarının Genel Öz-Yeterlik İnancı ve Örgütsel Özdeşleşme Algısı", İlköğretim Online, Vol. 16, p. 1058, 2017

DOI: https://doi.org/10.17051/ilkonline.2017.330242

[2] H. Galindo-Domínguez, M. Pegalajar, J. Uriarte, "Efecto mediador y moderador de la resiliencia entre la autoeficacia y el burnout entre el profesorado universitario de ciencias sociales y legales", Revista de Psicodidáctica, 2020

DOI: https://doi.org/10.1016/j.psicod.2020.04.002

[3] H. Galindo-Domínguez, M. Pegalajar, J. Uriarte, "Mediator and moderator effect of resilience between self-efficacy and burnout amongst social and legal sciences faculty members", Revista de Psicodidáctica (English ed.), 2020

DOI: https://doi.org/10.1016/j.psicoe.2020.04.001