An Investigation into the Relationship between Turkish EFL Teachers’ Self-Efficacy and Burnout Level

Year 2019, Volume: 4 Issue: 1, 12 - 24, 10.06.2019

Betul Ozkara

https://doi.org/10.32568/jfce.504499

Cited By: 5

Abstract

The
present study investigates if any relationship between
self-efficacy beliefs and burnout levels as well as the effect of demographic data such as gender, age, teaching experience, average number of
students in classrooms on the three dimensions of teacher burnout (emotional
exhaustion, depersonalization, and personal accomplishment) and self-efficacy beliefs. 118 Turkish EFL teachers from primary, secondary, high
schools and universities in many cities participated in the study. Data came
from Maslach Burnout Inventory (MBI), and language teacher self-efficacy
beliefs scale (Praver 2014). Findings showed that there was a significant positive relationship between self-efficacy and personal accomplishment and emotional exhaustion.
On the other hand, the results showed a negative relationship between emotional exhaustion and personal
accomplishment and a negative relationship between personal accomplishment and
depersonalization. Generally, teachers
felt sufficient, had high self-accomplishment
and they had low burnout level. In addition, age and experience were also found
to play an important role in personal accomplishment and self-efficacy. These findings have been
discussed and implications given for further research.

Keywords

Burnout, Self-Efficacy, EFL Teachers

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