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ERIC Number: ED437342
Record Type: Non-Journal
Publication Date: 1999
Pages: 32
Abstractor: N/A
Reference Count: N/A
Teacher Burnout and Self-Efficacy in Eliciting Social Support.
Brouwers, Andre; Evers, Will J. G.; Tomic, Welko
This study examined the relationship between perceived lack of social support, perceived self-efficacy in eliciting support at the workplace, and the three successive burnout symptoms (emotional exhaustion, depersonalization, and personal accomplishment) in a sample of 277 Dutch secondary school teachers. The study hypothesized that teachers' self-efficacy beliefs in eliciting support from colleagues and principals would mediate the effect of perceived lack of support on the level of burnout. Teachers completed the Dutch version of the Maslach Burnout Inventory for Teachers, the Teacher Interpersonal Self-Efficacy Scale, and the Emotional Support Subscale of the Social Support List-Discrepancies. Results showed that teachers' perceived lack of support from colleagues and principals had a significant effect on their self-efficacy beliefs in eliciting support from them, and those self-efficacy beliefs predicted their level of burnout. Teachers' level of burnout predicted the extent to which they felt lack of support. The study found an additional effect of the personal accomplishment dimension of burnout on perceived self-efficacy. It is concluded that perceived self-efficacy in eliciting support at the workplace was a usable construct in the prediction of teacher burnout. Future research directions are suggested. (Contains 68 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands