Self-efficacy, work task Motivation and Burnout in Iranian primary school`s teachers

Introduction: The aim of present study was examines the role of job self – efficacy and work task motivation in predicting burnout in Iranian primary school`s teachers. Materials and Method: In descriptive- correlational design a total of 181 teachers participated in this study. Data were collected with three questionnaires include: Teacher Self-Efficacy Scale (TSES), Maslach Burnout Inventory (MBI) and Work Tasks Motivation Scale for Teachers (WTMST). The data collected was analyzed through stepwise regression. Results: The results obtained revealed that external regulation in teaching tasks was negatively predicted emotional exhaustion. Interjected regulation in teaching tasks, external regulation in administrative tasks and teacher`s self-efficacy were negatively predicted depersonalization. Finally, Amotivation in teaching tasks and external regulation in class preparation tasks were negatively and teacher`s self-efficacy was positively predicted personal accomplishment. Conclusion: Results of this study indicated that teacher`s self-efficacy and work tasks motivation plays a role in explaining Iranian primary school teachers’ burnout. Practical implications of these findings are discussed.