A systematic review of the relationship between self-efficacy and burnout in teachers

Abstract

Self-efficacy beliefs can determine how environmental opportunities and obstacles are perceived and affect choice of activities as well as the amount of effort which is given to an activity (Bandura, 1997). Perceived self-efficacy is reported to be an important stress resource factor in mitigating teacher burnout (Schwarzer & Hallum, 2008).This paper reviews 11 published studies which look at the relationship between self-efficacy and burnout in teachers. Reviews of the literature to date have tended to look at burnout as a unitary concept whereas this paper seeks to review it as a multi-dimensional concept. A number of findings were made including all studies reviewed having a negative relationship between teacher self-efficacy and burnout and all studies having a negative relationship with teacher self-efficacy and the burnout dimension of depersonalisation. Recommendations for further research include exploring the relationship between self-efficacy and depersonalisation and the potential positive effects that an organisation can have on teachers’ self-efficacy beliefs.