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

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

Standort
Deutsche Nationalbibliothek Frankfurt am Main
Umfang
Online-Ressource
Sprache
Englisch
Anmerkungen
Veröffentlichungsversion
begutachtet (peer reviewed)
In: International Letters of Social and Humanistic Sciences (2015) 60 ; 83-86

Klassifikation
Erziehung, Schul- und Bildungswesen

Ereignis
Veröffentlichung
(wo)
Mannheim
(wann)
2015
Urheber
Gholami, Leila

DOI
10.18052/www.scipress.com/ILSHS.60.83
URN
urn:nbn:de:101:1-2019072713163462187977
Rechteinformation
Open Access; Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
Letzte Aktualisierung
25.03.2025, 13:45 MEZ

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Beteiligte

  • Gholami, Leila

Entstanden

  • 2015

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