Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction

Eyüp Yurt

Abstract


This study examined the predictive relationships between collective teacher efficacy, job satisfaction, and burnout. In addition, the mediating role of job satisfaction in the relationship between collective teacher efficacy and burnout was tested. Three hundred fifty teachers participated in the research in which the correlational research design was used. Collective Teacher Efficacy Scale, Short Form Minnesota Satisfaction Questionnaire, and Maslach Burnout Inventory were used as data collection tools. Pearson Correlation Coefficients were calculated to examine the relationships between collective teacher efficacy, job satisfaction, and burnout. Structural equation model analysis was applied to test the mediating role of job satisfaction in the relationship between collective efficacy and burnout. The results indicated that collective teacher efficacy predicts job satisfaction positively and burnout negatively. Collective teacher efficacy and job satisfaction have a large effect on burnout. Evidence has been obtained that teachers' job satisfaction can increase and, accordingly, burnout can be prevented when collective teacher efficacy is achieved.


Full Text:

PDF

References


Akdemir, Ö. A. (2019). The effect of teacher burnout on organizational commitment in Turkish context. Journal of Education and Training Studies, 7(4), 171-179.

Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307.

Aydogmus, M., & Serce, H. (2021). Investigation of regulatory role of collective teacher efficacy in the effect of job satisfaction and satisfaction with life on professional burnout. Research in Pedagogy, 11(1), 234-250.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.

Başaran, İ. E. (2004) Yönetimde insan ilişkileri. Nobel Yayın Dağıtım.

Blömeke, S., Houang, R., Hsieh, F. J., & Wang, T. Y. (2017). Effects of job motives, teacher knowledge and school context on beginning teachers’ commitment to stay in the profession: A longitudinal study in Germany, Taiwan and the United States. In G. K. LeTendre & M. Akiba (Eds.), International handbook of teacher quality and policy (pp. 374–387). Routledge

Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17(3), 303-316.

Brinson, D., & Steiner, L (2007) Building collective efficacy: How leaders inspire teachers to achieve. Center for Comprehensive School Reform and Improvement.

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136

Buonomo, I., Fiorilli, C., & Benevene, P. (2020). Unravelling teacher job satisfaction: the contribution of collective efficacy and emotions towards professional role. International journal of environmental research and public health, 17(3), 736.

Büyüköztürk, S., Kılıç Çakmak, E., Akgün, O. E., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi.

Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95(4), 821.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189- 1204.

Dworkin, A. G., Saha, L. J., & Hill, A. N. (2003). Teacher burnout and perceptions of democratic school environment. International Education Journal, 4(2), 108-120.

Freudenberger, H. J. (1974). Staff burn‐out. Journal of social issues, 30(1), 159-165.

Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of the schools and student achievement. Journal of Educational Psychology, 93(3), 467-476.

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37 (2), 479-507

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.

Goddard, R. G., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy: Theoretical development, empirical evidence, and future directions. Educational Researcher, 33(3) 3-13.

Gold, Y., & Roth, R. A. (2013). Teachers managing stress & preventing burnout. Routledge.

Herman, K. C., Hickmon‐Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self‐efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100.

Hughes, R. E. (2001). Deciding to leave but staying: teacher burnout, precursors and turnover. International Journal of Human Resource Management, 12(2), 288-298.

Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simplis command language. Scientific Software International, Inc.

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.

Klassen, R. M., Usher, E. L. & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486.

Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational wellbeing and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715.

Kreitner, R., & Kinichi, A. (2009). Organizational behaviour (9th ed.). Mc Graw-Hill International Edition.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820.

Kyriacou C (2000) Stress-busting for teachers. Nelson Thornes.

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.

Kyriacou, C., & Sutcliffe, J. (1977). Teacher stress: A review. Educational Review, 29(4), 299-306.

Larrivee, B. (2012). Cultivating teacher renewal: Guarding against stress and burnout. Lanham, MD: R&L Education.

Lee, V. E., & Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2),103-147.

Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, 138-147.

Luthans, F. (2011). Organızatıonal behavıor: An evidence-based approach. The McGrow-Hill Companies.

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 1-12.

Mardia K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57, 519–30.

Marek, T., Schaufeli, W. B., & Maslach, C. (2017). Professional burnout: Recent developments in theory and research. Routledge.

Maslach, C. (1982). Burnout: The cost of caring. Englewood Cliffs. Prentice Hall.

Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach burnout inventory. Scarecrow Education.

McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247.

Nagar, K. (2012). Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa, 37(2), 43-60.

Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741.

Pines, A. M., Aronson, E., & Kafry, D. (1981). Burnout: From tedium to personal growth: Free Press.

Powell, K. (1993). Burnout: What happens when stress gets out of control and how to regain your sanity. Harpers Collins.

Schechter, C., & Tschannen-Moran, M. (2006). Teachers’ sense of collective efficacy: An international view. International Journal of Educational Management, 20(6), 480-489.

Shann, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92(2), 67-73.

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.

Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self‐efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77.

Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457–477.

Stanley, T. L. (2004). Burnout: A manager's worst nightmare. Supervision, 65(5), 11-13.

Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209.

Türkoglu, M. E., Cansoy, R., & Parlar, H. (2017). Examining relationship between teachers' self-efficacy and job satisfaction. Universal Journal of Educational Research, 5(5), 765-772.

Vatou, A., & Vatou, A. (2019). Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale. Journal of Contemporary Education Theory & Research, 3(2), 29-33.

Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The journal of Educational Research, 100(5), 303-310.

Wolomasi, A. K., Asaloei, S. I., & Werang, B. R. (2019). Job satisfaction and performance of elementary school teachers. International Journal of Evaluation and Research in Education, 8(4), 575-580.




DOI: https://doi.org/10.51383/ijonmes.2022.168

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2022 International Journal of Modern Education Studies

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.