NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823924
Record Type: Journal
Publication Date: 2009-Jan
Pages: 24
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-0144-3410
Self-Efficacy, School Resources, Job Stressors and Burnout among Spanish Primary and Secondary School Teachers: A Structural Equation Approach
Betoret, Fernando Domenech
Educational Psychology, v29 n1 p45-68 Jan 2009
This study examines the relationship between school resources, teacher self-efficacy, potential multi-level stressors and teacher burnout using structural equation modelling. The causal structure for primary and secondary school teachers was also examined. The sample was composed of 724 primary and secondary Spanish school teachers. The changes occurring in the Spanish teacher role in the last decade were taken into account to select job stressors. The results obtained revealed that external (school support resources) and internal (management classroom self-efficacy and instructional self-efficacy) coping resources have a negative and significant effect on job stressors. In turn, job stressors have a positive and significant effect on teachers' burnout considering it as both a unidimensional and multidimensional construct. Furthermore, the hypothesised structure of burnout dimensions revealed that emotional exhaustion plays a key role in explaining Spanish school teachers' burnout. Practical implications of these findings are discussed. (Contains 5 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain