The Effectiveness of Self-Efficacy on Job Burnout among primary school teachers in Babol

The present study aims at investigating the effect of self-efficacy on job burnout among primary school teachers in Babol (Mazandaran, Iran). This is a descriptive correlational study clearly based on structural equation modeling (SEM) and conducted on 540 primary school teachers of public schools in Babol (Mazandaran, Iran). To measure research variables, Maslach Burnout Inventory (MBI) (1996) and Jackson and Teacher Self-Efficacy Questionnaire (by Tschannen-Moran, Woolfolk, 2001) were used and distributed among 225 primary school teachers. The reliability of self-efficacy and burnout questionnaires was assessed through Cranach’s coefficient alpha as 0.92 and 0.86, respectively. Findings of this study showed that all self-efficacy and burnout components are mutually correlated with each other (P<0.01). Implementing structural equation modeling for self-efficacy and job burnout tests, we found that the proposed model has a good fit and job burnout is well explained by self-efficacy, i.e., self-efficacy has direct, negative and significant effect on job burnout.

Education; Job Burnout; Primary School Teachers; Self-Efficacy; Teacher`s Self-Efficacy