Teacher Self-efficacy and Teacher Burnout: A Study of Relations

From Section:
Theories & Approaches
May. 10, 2010

This article was published in Teaching and Teacher Education, Vol 26, Issue 4, Author(s): Einar M. Skaalvik, and Sidsel Skaalvik, “Teacher Self-efficacy and Teacher Burnout: A Study of Relations”, Pages 1059-1069, Copyright Elsevier (May 2010).

The purpose of this study was two-fold:
(1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and
(2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish.

2249 Norwegian teachers in elementary school and middle school participated in this study.

The data were analyzed by means of structural equation modelling using the AMOS 7 program.

Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction.

Updated: Jan. 17, 2017
Attitudes of teachers | Educational environment | Self efficacy | Teacher burnout | Teacher effectiveness | Teaching conditions