Teacher Self-efficacy As A Predictor Of Burnout
Burnout is one of the constructs that has recently been discussed and researched intensively in the field of educational administration as a factor that hinders teachers’ contributing to student learning and their showing upper-level occupational performance. The purpose of this study was to investigate the relationship between teachers’ perception of self-efficacy and burnout. A total of 416 teachers employed in the primary, secondary and high schools in Beyoğlu, Istanbul participated in the current study. ‘Maslach Burnout Inventory’ and ‘Teachers’ Sense of Efficacy Scale’ were used to gather data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multi-linear Regression Analysis were performed to analyze the data. The results of the study revealed that th 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 further mirrored that the student engagegement dimension of the self-efficacy predicted emotional exhaustion and depersonalization negatively and significantly while it was a positive and significant perdictor of personal achievement perception. The findings of the present study were discussed in relation to the related literature and some implications were presented.