The present study aimed to investigate the mediating role of teaching self-efficacy in the relationship between perceived school stress and job burnout. In a correlational study, 300 teachers from Bojnord were selected using a multistage random sampling method. Data were collected using the Teachers' Stress Prevalence, Source and Symptoms Scale (TSS), the Teacher Self-Efficacy Scale (TSES) and the Maslach Burnout Inventory-Educators Survey (MBI-ES). The data were analysed using structural equation modelling (SEM). Results showed that perceived school stress had the most direct effect on emotional exhaustion (β=0.28). Teaching self-efficacy also had the largest direct effect on reduced personal accomplishment (β=-0.20). The indirect effects of perceived school stress on the dimensions of job burnout with the mediating role of teaching self-efficacy were positive and significant. It seems that the stress of the school environment has an impact on teachers' teaching effectiveness and thus leads to their burnout. Based on this, it is necessary to focus more on reducing the sources of stress in the school environment.
Keramati, R. (2024). The Mediating Role of Teaching Self-efficacy in the Relationship between Perceived School Stress and Job Burnout. Recent Innovations in Psychology, 1(1), 40-51. doi: 10.22034/rip.2024.190534
MLA
Raziye Keramati. "The Mediating Role of Teaching Self-efficacy in the Relationship between Perceived School Stress and Job Burnout". Recent Innovations in Psychology, 1, 1, 2024, 40-51. doi: 10.22034/rip.2024.190534
HARVARD
Keramati, R. (2024). 'The Mediating Role of Teaching Self-efficacy in the Relationship between Perceived School Stress and Job Burnout', Recent Innovations in Psychology, 1(1), pp. 40-51. doi: 10.22034/rip.2024.190534
VANCOUVER
Keramati, R. The Mediating Role of Teaching Self-efficacy in the Relationship between Perceived School Stress and Job Burnout. Recent Innovations in Psychology, 2024; 1(1): 40-51. doi: 10.22034/rip.2024.190534
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