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Teachers' burnout: A SEM analysis in an Asian context
Lantip Diat Prasojo1, Akhmad Habibi2, Mohd Faiz Mohd Yaakob3
1Universitas Negeri Yogyakarta, Indonesia.
Heliyon
|January 16, 2020
Summary
Teacher Self-Concept (TSC) and Teacher Efficacy (TE) directly and indirectly predict burnout components. Teacher Efficacy (TE) mediates the relationship between Teacher Self-Concept (TSC) and burnout, impacting Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA).
Area of Science:
- Educational Psychology
- Psychological Measurement
- Teacher Education
Background:
- Teacher burnout is a significant issue in education, impacting educators' well-being and effectiveness.
- Teacher Self-Concept (TSC) and Teacher Efficacy (TE) are identified as key psychological factors potentially influencing burnout.
- Existing models suggest complex relationships between these constructs, necessitating further investigation.
Purpose of the Study:
- To develop and validate a structural model examining the direct and indirect effects of TSC and TE on burnout components (EE, DP, RPA).
- To investigate the mediating role of TE in the relationship between TSC and burnout.
- To explore demographic differences (gender, teaching experience) in TSC, TE, and burnout.
Main Methods:
- A quantitative study employing Covariance-Based Structural Equation Modeling (CB-SEM) was conducted.
- Data were collected from 876 teachers across three Indonesian provinces using questionnaires.
- Statistical analyses included Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), CB-SEM, and t-tests.
Main Results:
- The proposed structural model was found to be valid and reliable.
- Teacher Self-Concept (TSC) significantly predicted all three burnout components (EE, DP, RPA) both directly and indirectly through Teacher Efficacy (TE).
- Teacher Efficacy (TE) demonstrated significant direct relationships with Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA).
Conclusions:
- Teacher Self-Concept (TSC) and Teacher Efficacy (TE) are crucial predictors of teacher burnout.
- Teacher Efficacy (TE) plays a significant mediating role in the TSC-burnout relationship, highlighting its importance.
- Interventions aimed at enhancing TSC and TE may be effective in mitigating teacher burnout, with EE being the only component showing significant demographic differences.
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