Article Title: Teacher Self-efficacy as Determining Factor of Burnout Among College Teachers

Author(s): Fouzia Naz, Dr. Mohsin Atta and Dr. Najma Iqbal Malik

Institute(s): Govt. College for Women, Mianwali; Department of Psychology, University of Sargodha; Department of Psychology, University of Sargodha

Journal: Journal of Research in Social Sciences- JRSS June, 2017, Vol.5 No. 2. ISSN (E) 2306-112X, 2305- 6533


Present study was planned to examine the relationship between teachers’ self-efficacy and burnout among college teachers. A sample of 150 college teachers including 75 male and 75 female was approached through convenient sampling technique. Teachers’ Sense of Efficacy Scale (TSES: Tschannen-Moran & Hoy, 2001) and Maslach Burnout Inventory-Educator Survey (MBI-ES: Maslach, Jackson, & Schwab, 1986) were used to operationalize and measure the pertinent constructs. Multiple regression analysis demonstrated teachers’ self-efficacy as negative predictor of teachers’ overall job burnout among college teachers. Classroom management and instructional strategies (factors of teachers’ self-efficacy) were found to be the significant negative predictors of emotional exhaustion, depersonalization, and reduced personal accomplishment, whereas student engagement negatively predicted emotional exhaustion and reduced personal accomplishment (factors of burnout). Gender differences revealed that female teacher scored significantly higher on classroom management, student engagement, and instructional strategies, whereas male teachers were found significantly higher on emotional exhaustion, depersonalization, and reduced personal accomplishment.

Keywords: Teachers self-efficacy, burnout, emotional exhaustion, depersonalization, reduced personal accomplishment.

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