The relationship between teacher self-concept, teacher efficacy and burnout

Mingjing Zhu, Qian Liu, Yao Fu, Tianan Yang, Xingli Zhang, Jiannong Shi*

*Corresponding author for this work

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Abstract

Teacher self-concept and efficacy have been investigated with burnout separately, while the two self-beliefs might work together to impact burnout. Guided by a model of the cyclical nature of teacher efficacy, we aimed to extend previous work on self-perceived predictors of teacher burnout by simultaneously investigating teacher self-concept and efficacy to detect the possibility of teacher efficacy being a mediator between teacher self-concept and burnout as well as whether such relationship remains constant across all groups of teachers with different gender and teaching experience. A sample of 1892 teachers across seven Chinese geographical regions completed a self-reported questionnaire addressing self-concept, efficacy, burnout and demographic variables. Structural equation modelling indicated that teacher self-concept influenced the burnout dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment via teacher efficacy. Further multi-group analysis suggested that this mechanism worked equally across different gender and teaching experience groups. With a non-western teacher sample, teacher efficacy was found to work as a mediator between teacher self-concept and burnout. The finding especially contributes to the knowledge in the teacher efficacy literature. The integrated relationship should be further explored in other cultures.

Original languageEnglish
Pages (from-to)788-801
Number of pages14
JournalTeachers and Teaching: Theory and Practice
Volume24
Issue number7
DOIs
Publication statusPublished - 3 Oct 2018

Keywords

  • Teacher self-concept
  • gender
  • teacher burnout
  • teacher efficacy
  • teaching experience

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Zhu, M., Liu, Q., Fu, Y., Yang, T., Zhang, X., & Shi, J. (2018). The relationship between teacher self-concept, teacher efficacy and burnout. Teachers and Teaching: Theory and Practice, 24(7), 788-801. https://doi.org/10.1080/13540602.2018.1483913