Abstract
Aim
Given the demanding nature of teaching as a profession with multiple stressors, this study sought to determine the mediating role of teacher efficacy and the moderating role of teaching experiences in the predictive association between teacher self-concept and burnout.
Subject and methods
This survey included 869 eligible teachers who completed three scales: the Teacher Self-concept Evaluation Scale, the Teaching Efficacy Scale, and the Maslach Burnout Inventory Educators Survey. Additionally, they responded to a question about how long they had been teaching.
Results
The findings established teacher efficacy as a significant mediator between teacher self-concept and burnout and the possibility of teaching experience moderating this relationship. Teaching experience, rather than directly, moderated the relationship between teacher self-concept and burnout through teacher efficacy. The findings indicated that gender influenced the model through teacher efficacy.
Conclusion
This study may provide insight into the etiology of teacher burnout in the Iranian teacher community as a non-Western country.
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Data availability
The authors will make the study data available to any qualified researcher, without undue reservation.
Abbreviations
- TE:
-
teacher efficacy
- TSC:
-
teacher self-concept
- MBI:
-
Maslach Burnout Inventory
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Marzieh Haghayeghi (MH) contributed to the conception and design of the study, as well as the acquisition, analysis and interpretation of data, drafting the article, and writing the entire manuscript. Ali Moghadamzadeh (AM) contributed to developing the study design and to final approval of the version to be submitted. Both authors contributed to the article and approved the submitted version.
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Haghayeghi, M., Moghadamzadeh, A. The mediating role of teacher efficacy in the association between teacher self-concept and burnout: a moderated mediation approach. J Public Health (Berl.) (2023). https://doi.org/10.1007/s10389-023-01998-y
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DOI: https://doi.org/10.1007/s10389-023-01998-y