Social Indicators Research

, Volume 122, Issue 3, pp 701–708 | Cite as

The Effect of Work Stress on Job Burnout Among Teachers: The Mediating Role of Self-efficacy

Article

Abstract

The psychological pressure of high strength, often cause teachers teaching dissatisfaction, absenteeism and employee turnover. The current study examined the impact of work stress on job burnout, mainly focused on confirmation of the mediator role of self-efficacy. A total of 387 middle school teachers were as participants involving in this research. Data were collected by using the Perceived Stress Scale, General Self-Efficacy Scale and Maslach Burnout Inventory-General Survey. The results revealed that both work stress and self-efficacy were significantly correlated with job burnout. Structural equation modeling indicated that self efficacy partially mediated work stress to job burnout. The final model also revealed significant both paths from work stress to job burnout through self efficacy. The findings extended prior researches and provided valuable evidence on how to promote mental health of teachers at the workplaces.

Keywords

Work stress Job burnout Self efficacy Structural equation modeling 

References

  1. Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57–69.Google Scholar
  2. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423.CrossRefGoogle Scholar
  3. Brissie, J. S., Hoover-Dempsey, K. V., & Bassler, O. C. (1988). Individual, situational contributors to teacher burnout. The Journal of Educational Research, 82(2), 106–112.CrossRefGoogle Scholar
  4. Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010). Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers examining the impact of physical activity behaviors. Journal of Health Psychology, 15(6), 905–914.CrossRefGoogle Scholar
  5. Chiron, B., Michinov, E., Olivier-Chiron, E., Laffon, M., & Rusch, E. (2010). Job satisfaction, life satisfaction and burnout in French anaesthetists. Journal of Health Psychology, 15(6), 948–958.CrossRefGoogle Scholar
  6. Chwalisz, K., Altmaier, E. M., & Russell, D. W. (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psychology, 11(4), 377–400.CrossRefGoogle Scholar
  7. Cohen, S. (1986). Contrasting the Hassles Scale and the Perceived Stress Scale: Who’s really measuring appraised stress? American Psychologist, 41, 716–718.CrossRefGoogle Scholar
  8. Conen, W. S., Henkens, K., & Schippers, J. (2012). Employers’ attitudes and actions towards the extension of working lives in Europe. International Journal of Manpower, 33(6), 648–665.CrossRefGoogle Scholar
  9. Consiglio, C., Borgogni, L., Alessandri, G., & Schaufeli, W. B. (2013). Does self-efficacy matter for burnout and sickness absenteeism? The mediating role of demands and resources at the individual and team levels. Work & Stress, 27(1), 22–42.CrossRefGoogle Scholar
  10. Cupertino, A.-P., Berg, C., Gajewski, B., Hui, S.-K. A., Richter, K., Catley, D., et al. (2012). Change in self-efficacy, autonomous and controlled motivation predicting smoking. Journal of Health Psychology, 17(5), 640–652.CrossRefGoogle Scholar
  11. Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27(4), 462–474.CrossRefGoogle Scholar
  12. Evers, W. J., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227–243.CrossRefGoogle Scholar
  13. Freudenberger, H. J. (1974). Staff burn-out. Journal of Social Issues, 30(1), 159–165.CrossRefGoogle Scholar
  14. Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. The Journal of Educational Research, 86(1), 28–35.CrossRefGoogle Scholar
  15. Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25(4), 530–552.CrossRefGoogle Scholar
  16. Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving. Psychology in the Schools, 19(4), 558–562.CrossRefGoogle Scholar
  17. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.CrossRefGoogle Scholar
  18. Jou, R.-C., Kuo, C.-W., & Tang, M.-L. (2013). A study of job stress and turnover tendency among air traffic controllers: The mediating effects of job satisfaction. Transportation Research Part E: Logistics and Transportation Review, 57, 95–104.CrossRefGoogle Scholar
  19. Kamen, C., Flores, S., Etter, D., Lazar, R., Patrick, R., Lee, S., et al. (2013). General self-efficacy in relation to unprotected sexual encounters among persons living with HIV. Journal of Health Psychology, 18(5), 658–666.CrossRefGoogle Scholar
  20. Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29(2), 146–152.CrossRefGoogle Scholar
  21. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.CrossRefGoogle Scholar
  22. Kyriacou, C., & Sutcliffe, J. (1979). Teacher stress and satisfaction. Educational Research, 21(2), 89–96.CrossRefGoogle Scholar
  23. Leiter, M. P. (1993). Burnout as a developmental process: Consideration of models. In Schaufeli, W. B., Maslach, C. E., & Marek, T. E. (Eds.), Professional burnout: Recent developments in theory and research (pp. 237–249). Philadelphia, US: Taylor & Francis.Google Scholar
  24. Lian, P., Sun, Y., Ji, Z., Li, H., & Peng, J. (2014). Moving away from exhaustion: How core self-evaluations influence academic burnout. PLoS One, 9(1), e87152.CrossRefGoogle Scholar
  25. Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113.CrossRefGoogle Scholar
  26. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.CrossRefGoogle Scholar
  27. Peng, J., Li, D., Zhang, Z., Tian, Y., Miao, D., Xiao, W., & Zhang, J. (2014). How can core self-evaluations influence job burnout? The key roles of organizational commitment and job satisfaction. Journal of Health Psychology. doi:10.1177/1359105314521478.
  28. Peng, J., Miao, D., & Xiao, W. (2013). Why are gainers more risk seeking. Judgment & Decision Making, 8(2), 150–160.Google Scholar
  29. Pines, A., & Maslach, C. (1978). Characteristics of staff burnout in mental health settings. Psychiatric Services, 29(4), 233–237.CrossRefGoogle Scholar
  30. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., et al. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787.CrossRefGoogle Scholar
  31. Schaufeli, W. B., & Leiter, M. P. (1996). Maslach burnout inventory-general survey. The Maslach Burnout Inventory-Test Manual, 1, 19–26.Google Scholar
  32. Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs, 1, 35–37.Google Scholar
  33. Shih, S.-P., Jiang, J. J., Klein, G., & Wang, E. (2013). Job burnout of the information technology worker: Work exhaustion, depersonalization, and personal accomplishment. Information & Management, 50(7), 582–589.CrossRefGoogle Scholar
  34. Slick, S. K. (1997). Assessing versus assisting: The supervisor’s roles in the complex dynamics of the student teaching triad. Teaching and Teacher Education, 13(7), 713–726.CrossRefGoogle Scholar
  35. Torsheim, T., & Wold, B. (2001). School-related stress, school support, and somatic complaints: A general population study. Journal of Adolescent Research, 16(3), 293–303.CrossRefGoogle Scholar
  36. Troman, G., & Woods, P. (2000). Careers under stress: Teacher adaptations at a time of intensive reform. Journal of Educational Change, 1(3), 253–275.CrossRefGoogle Scholar
  37. Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55–65.CrossRefGoogle Scholar
  38. Weber, M., Ruch, W., Littman-Ovadia, H., Lavy, S., & Gai, O. (2013). Relationships among higher-order strengths factors, subjective well-being, and general self-efficacy—The case of Israeli adolescents. Personality and Individual Differences, 55(3), 322–327.CrossRefGoogle Scholar
  39. Yankelevich, M., Broadfoot, A., Gillespie, J. Z., Gillespie, M. A., & Guidroz, A. (2012). General job stress: A unidimensional measure and its non-linear relations with outcome variables. Stress and Health, 28(2), 137–148.CrossRefGoogle Scholar
  40. Zhao, X., Huang, C., Li, X., Zhao, X., & Peng, J. (2014). Dispositional optimism, self‐framing and medical decision‐making. International Journal of Psychology. doi:10.1002/ijop.12079.

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.School of EducationAnyang Normal UniversityAnyangChina
  2. 2.School of Economics and ManagementWeinan Normal UniversityWeinanChina
  3. 3.School of Public AffairsUniversity of Science and Technology of ChinaHefeiChina
  4. 4.School of Foreign LanguageAnhui JianZhu UniversityHefeiChina
  5. 5.School of Medical PsychologyFourth Military Medical UniversityXi’anChina

Personalised recommendations