Teacher self-efficacy as a predictor of burnout
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Dosyalar
Tarih
2017
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
IOJES
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The purpose of this study was to examine the relationship between teachers’ perceptions of self-efficacy and burnout. The participants of the study consisted of a total of 416 teachers employed in the primary, secondary and high schools in Beyoğlu, Istanbul. ‘Maslach Burnout Inventory’ and ‘Teachers’ Sense of Efficacy Scale’ were used to gather data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were performed to analyze the data. Results of the study revealed that the dimensions of self-efficacy entitled student engagement, classroom management strategies and instructional strategies correlated emotional burnout and depersonalization negatively, but personal achievement perception positively. Results also indicated that the efficacy for student engagement predicted emotional exhaustion and depersonalization negatively and significantly while it was a positive and significant predictor of personal achievement dimension of burnout. Results of the study were discussed in line with the related literature and some implications were presented.
Açıklama
Anahtar Kelimeler
Burnout, Self-Efficacy, Teacher, Primary School, Secondary School, High Schoos
Kaynak
International Online Journal of Educational Sciences
WoS Q Değeri
Scopus Q Değeri
Cilt
9
Sayı
1
