Abstract
This study aimed to investigate the extent to which school culture and self-efficacy predicts teacher burnout. The research was conducted on 284 ( = 36.15, = 8.34; 51.4% females) middle school teachers from 12 Turkish middle schools. The data were collected utilizing the School Culture Scale, Teachers’ Sense of Efficacy Scale, Maslach Burnout Inventory and personal information form. Structural equation model was used to analyze whether school culture and self efficacy predicts teacher burnout or not. Findings showed that school culture dimensions of bureaucratic culture and task culture had a statistically significant positive association with efficacy for student engagement and efficacy for instructional strategies. Task culture had also a significant positive association with efficacy for classroom management. Although success culture was negatively associated with both emotional exhaustion and depersonalization, bureaucratic culture had a positive association with depersonalization. Efficacy for student engagement was negatively associated with emotional exhaustion. The results of this study support the importance of school culture for self-efficacy and burnout. The findings were discussed within the scope of burnout literature.
Highlights
Occupational stress is a common global problem of contemporary work life
The results of this study indicate that school culture dimensions are important predictors of self-efficacy and burnout
The findings have shown that the school culture dimensions of success and bureaucratic culture are significantly associated with the burnout dimension of depersonalization
Summary
Occupational stress is a common global problem of contemporary work life. Most workers may experience it at various levels in their work environment (Grayson & Alvarez, 2008).Long-term occupational stress may lead to chronic exhaustion that closely correlates with the burnout syndrome (Jennett, Harris, & Mesibov, 2003; Smetackova, 2017).The burnout concept was first introduced and defined in the 1970s by American Psychologist Herbert Freudenberger (Schaufeli, Supplementary information for this article can be accessed at https://journals.savba.sk/index.php/studiapsychologica/article/view/122Studia Psychologica, Vol 63, No 1, 2021, 5-23Leiter, & Maslach, 2009). Researchers from different disciplines have attributed different meanings to the term (see Farber, 1990; Maslach & Jackson, 1981; Pines & Aronson, 1988; Roloff & Brown, 2011; Schaufeli & Enzman, 1998) Among these definitions, the most widely accepted and used one comes from Maslach and Jackson (1981), who define burnout as a syndrome of emotional exhaustion that occurs frequently among people who work in some capacity with people. Low personal accomplishment refers to a tendency of self-criticism and dissatisfaction with one’s working capacity This kind of burnout emerges due to the lack of social support and opportunities for self-development in the workplace (Maslach & Jackson, 1981)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
