Cross-sectional survey reveals distinct links between self-efficacy, work environment, and burnout in teachers, highlighting the protective role of in-school conditions.
Key Points
To examine domain-specific relationships among teacher self-efficacy facets, perceived work-related motivational conditions, and multiple dimensions of burnout using an occupational stress framework.
Analyzed cross-sectional survey data from 751 teachers in Türkiye (structural equation modeling analytic sample N = 740 after multivariate outlier screening).
Tested a structural equation model evaluating four self-efficacy facets, four perceived motivational condition dimensions, and four burnout dimensions, assessing equivalence across public and private schools.
Professional self-efficacy demonstrated direct negative associations with job-related burnout and student alienation or depersonalization, whereas social self-efficacy was positively linked to in-school factors.
Perceptions of professional development and prestige were negatively associated with job-related burnout, while positive in-school factors were negatively associated with physical/emotional burnout and colleague/administrator alienation.
The structural model accounted for 5–12% of the variance in perceived work-related motivational conditions and 17–28% of the variance across burnout dimensions.