Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout

Abstract

The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.