Journal article | Zeitschriftenartikel

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

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.

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

Urheber*in: Gholami, Leila

Attribution 4.0 International

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ISSN
2300-2697
Extent
Seite(n): 83-86
Language
Englisch
Notes
Status: Veröffentlichungsversion; begutachtet (peer reviewed)

Bibliographic citation
International Letters of Social and Humanistic Sciences(60)

Subject
Bildung und Erziehung
Psychologie
Lehrende, Erziehende, Lernende
psychische Störungen, Behandlung und Prävention
Hochschullehrer
Selbstwirksamkeit
Burnout
Stress
Schulklima
Iran

Event
Geistige Schöpfung
(who)
Gholami, Leila
Event
Veröffentlichung
(where)
Schweiz
(when)
2015

DOI
Rights
GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
Last update
21.06.2024, 4:26 PM CEST

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Object type

  • Zeitschriftenartikel

Associated

  • Gholami, Leila

Time of origin

  • 2015

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