Self‐Efficacy in Eliciting Social Support and Burnout Among Secondary‐School Teachers

Abstract

A nonrecursive model with relationships between perceived lack of social support, perceived self-efficacy in eliciting support at the workplace. and the 3 successive burnout dimensions-emotional exhaustion. depersonalization, and personal accomplishmentwas tested ;, a sample of 277 secondary-school teachers in The Netherlands. Results showed that teachers' perceived lack of support from colleagues and principals had a significant effect on their self-efficacy beliefs in eliciting support from them, while these self-efficacy beliefs were shown to predict their level of burnout. The hypothesized feedback loop was also confirmed: Teachers' level of burnout predicted the extent to which they feel lack of support. An additional effect of the personal-accomplishment dimension of burnout on perceived self-efficacy was suggested. It was concluded that perceived selfefficacy in eliciting support at the workplace is a usable construct in the prediction of teacher burnout. Future directions in research are suggested.

Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

“…These findings are consistent with previous research into the relationship between self-efficacy and stress-burnout Chan, 1998Chan, , 2002Brouwers et al, 2001;Friedman, 2003;Van Dick & Wagner, 2001). Nonetheless, the diversity of the aspects studied with the self-efficacy construct makes the comparison of results difficult.…”

“…These international concerns have been evidenced by research works conducted in China (e.g., Chan, 1998Chan, , 2002, Germany (e.g., Van Dick & Wagner, 2001; Van-Der-Doef & Maes, 2002), the Netherlands (e.g., Brouwers, Evers, & Tomic, 2001;Evers., Brouwers, & Tomic, 2002), the UK (e.g., Hastings, & Bham, 2003;Moriarty, Edmonds, Blatchford & Martin, C., 2001), the USA (e.g., Abel, & Sewell 1999;Brewer & Mahan, 2003, Dworkin, Saha, & Hill 2003, Australia (e.g., Dorman, 2003), Israel (e.g., Friedman, 2003), and Spain (e.g., Calvete & Villa, 1999;Doménech-Betoret, 2006;Flores & Fernandez-Castro, 2004).…”

Well-Being, Burnout and Competence : Implications for Teachers.

“…In recent years several studies into teacher burnout have been conducted (Brouwers, Evers & Tomic, 2001;Goddard & O'Brien, 2003;Trent, 1997). Brouwers, Evers, and Tomic examined burnout with 277 secondary school teachers who were mostly mid-career and veteran teachers (Bassett, 1996) in the Netherlands.…”

Feelings of existential fulfilment and burnout among secondary school teachers

“…Another line of investigation explores the interplay between personality and environment, such as the social exchange perspective of effort and reward (Bauer et al, 2007;Van Horn, Schaufeli, & Enzmann, 1999), and self-efficacy in eliciting social support (Brouwers, Evers, & Tomic, 2001). Intervention programmes focusing on personality factors are likely to be more effective than those focusing on environmental conditions because they appear to be more easily altered than organizational factors (Tomic et al, 2004).…”