Perceived Teacher Self-efficacy and Burnout: A Study of Relations and Predictors among EFL Teachers

The study aimed at measuring the perceived Teacher Self-efficacy, Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA) of Iranian (n = 230) and Turkish (n =156) EFL teachers and determining its prediction role in EE, DP, and PA processes. The Maslach Burnout Inventory-Educators Survey (MBI-ES) was used to measure the perceived burnout levels of the participants, and the Norwegian Teacher Self-Efficacy Scale (NTSES) developed by Skaalvik and Skaalvik (2007) was used to measure their self-efficacy perceptions. The reliability of the NTSES scale was r = 0.837 in the study. The results revealed that EE and DP negatively and PA positively correlated with self-efficacy. Moreover, EE processes of the groups were better predicted by Maintaining Discipline, DP by Maintaining Discipline and Cooperating with Colleagues and Parents, and PA by Cooperating with Colleagues and Parents and Instruction dimensions of NTSES. Additionally, the EE prediction variance of Iranian group was greater than that of Turkish group, whereas the DP and PA prediction variances of Turkish group were greater than that of Iranian group.