An Investigation into the Relationship between Turkish EFL Teachers’ Self-Efficacy and Burnout Level

Abstract

The present study investigated whether or not there is an association between self-efficacy beliefs and burnout levels. The study also investigated the effects of such predictor variables as gender, age, teaching experience, average number of students in classrooms on the three dimensions of teacher burnout (emotional exhaustion, depersonalization, and personal accomplishment) and self-efficacy. 118 Turkish EFL teachers from primary, secondary, high schools and universities in many cities participated in the study. Maslach Burnout Inventory (MBI) (Maslach and Jackson, 1981; Huang, 1988), and language teacher self-efficacy beliefs scale (Praver, 2014) were used in the study. Findings showed that there was a significant positive relationship between self-efficacy and personal accomplishment and a negative relationship between emotional exhaustion and self-efficacy. On the other hand, the results showed a negative relationship between emotional exhaustion and personal accomplishment and a negative relationship between personal accomplishment and depersonalization. Generally, teachers felt sufficient, had high self-accomplishment and they had low burnout level. In addition, age had significant role on self-efficacy, and experience were also found to play an important role in personal accomplishment.

Factors affecting Turkish EFL teachers level of burnout: A quantitative study

“…The previous studies produced controversial results with regards to the impact of gender on teachers' reported burnout levels. While some studies (Fontana & Abouserie, 1993;Özkara, 2019) found no interaction between gender and level of burnout, some other studies pointed to the opposite (Anderson & Iwanicki, 1984;Payne & Furnham, 1987). In the present study, no interaction was observed between gender and level of teacher burnout.…”

The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

“…Specifically, they found that instructional efficacy was the most important factor in predicting emotional exhaustion, depersonalization, and personal accomplishment. Additionally, the results of the study by Ozkara (2019), conducted among Turkish EFL state teachers, count as a piece of corroborative evidence for this kind of relationship between self-efficacy and burnout components. More likely, the significant role of self-efficacy in burnout experience cuts across EFL boundaries and different geographical and cultural contexts.…”

“…The existing literature has provided some insight for the association between teacher burnout and selfefficacy. However, the prior studies were conducted in other contexts such as in the Turkish context (e.g., Ozkara, 2019) or in private language institutes (e.g., Motallebzadeh, Ashraf, & Tabatabaee-Yazdi, 2014). Additionally, an investigation into the association between teacher burnout and self-efficacy with a mixed-methods approach can be more conducive for learning about culture-specific factors involved in burnout experience among EFL teachers in the context of Iranian public schools.…”

An extended literature review on in-service EFL teachers’ self-efficacy beliefs

“…There are other correlational studies including self-efficacy and job satisfaction, burnout, empowerment, etc. in our sample ( Azizifar et al, 2020;Babaei & Abednia, 2016;Fuchs et al, 2021;İpek et al, 2018;Marashi & Azizi-Nassab, 2018;Ortaçtepe & Akyel, 2015;Özkara, 2019;Ravandpour, 2019;Sabet et al, 2018;Safari et al, 2020;). As seen in Figure 2 above, the distribution of participants' Focus on ELT www.focusonelt.com 41 numbers also supports that most of the studies were conducted via correlational studies or used quantitative methods.…”