Abstract
Researchers in educational psychology have researched Teacher Self-Concept (TSC) and Teacher Efficacy (TE) as two main predictors predicting burnout. Guided by a model developed by Zhu, Liu, Fu, Yang, Zhang & Shi (2018), the researchers aimed at building a model involving TSC, TE, and three components of burnout; Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA) through Structural Equation Modeling (SEM). The researchers investigated predicting factors of burnout by reporting TSC and TE that might directly affect the components and examine the probability of TE to become a mediator of the correlation between TSC and burnout. This research also examined whether the difference emerges constantly among demographic information (gender and teaching experience) regarding all involved variables. A sample of 876 teachers across three Indonesian provinces completed a printed form of questionnaires. Some statistical procedures namely Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Covariance-Based Structural Equation Modeling (CB-SEM), and t-test were conducted. Findings informed that the model is valid and reliable. TSC could directly affect EE, DE, and RPA, as well as indirectly influence them mediated by TE. Besides, TE is also reported to have significant relationships with EE, DE, and RPA. No significant differences in terms of age and teaching experiences emerge, except for EE.
Highlights
The teaching profession has been considered as a highly stressful job with multiple stressors resulting in a high risk of burnout (Friedman, 2003)
Before the main procedures of data analysis (EFA, Confirmatory Factor Analysis (CFA), and CB-Structural Equation Modeling (SEM)) were conducted, the normality assessment was done by measuring the Skewness, Kurtosis, and Histogram
Through some modifications and deletions of few items, the model is decided to fit the relationship between predictors and teachers’ burnout in the context of Asia, especially Indonesia with all values measuring the model fulfill the common threshold values used by SEM researchers (Pallant, 2016)
Summary
The teaching profession has been considered as a highly stressful job with multiple stressors resulting in a high risk of burnout (Friedman, 2003). There are three components of burnout that have been introduced and conceptualized called “Maslach Burnout Inventory” (MBI) (Maslach et al, 1996). The parts of burnout have gained international acceptance and were validated in many studies (Chan, 2007) while investigating the specific predictors on burnout components is an exciting research topic. Teacher's self-perceptions have been significantly and increasingly investigated as essential factors affecting burnout. Guided by the model established by Zhu et al (2018) in China and the model of TE by Tschannen-Moran et al (1998), this research aimed at investigating whether and how TSC and TE can affect the components of burnout speculating that TSC would affect burnout through TE. The researchers examined the significant differences in term of gender and teaching experiences for all constructs
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