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Data relating to factors affecting teachers' burnout: A sem analysis in an Asian context
Lantip Diat Prasojo1, Akhmad Habibi2, Mohd Faiz Mohd Yaakob3
1Universitas Negeri Yogyakarta, Indonesia, Yogyakarta, 55281.
Data in Brief
|April 21, 2020
Summary
Teacher Self-Concept and Teacher Efficacy predict teacher burnout, encompassing emotional exhaustion, depersonalization, and reduced personal accomplishment. This dataset offers insights for educational policies and future research on teacher well-being.
Area of Science:
- Educational Psychology
- Organizational Behavior
Background:
- Teacher burnout is a significant issue impacting educators.
- Understanding the predictors of teacher burnout is crucial for developing effective interventions.
- Teacher Self-Concept (TSC) and Teacher Efficacy (TE) are potential factors influencing burnout.
Purpose of the Study:
- To investigate the relationship between TSC, TE, and the three components of teacher burnout: Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA).
- To provide a dataset for analyzing teacher burnout in an Asian context.
Main Methods:
- Data collected from 876 Indonesian teachers across 3 provinces.
- Statistical analyses included Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Covariance-Based Structural Equation Modeling (CB-SEM).
Main Results:
- The study establishes a predictive relationship between TSC and TE with components of teacher burnout.
- The dataset facilitates the examination of these relationships using advanced statistical modeling.
Conclusions:
- The findings underscore the importance of TSC and TE in mitigating teacher burnout.
- This dataset serves as a valuable resource for educational institutions, teachers, and researchers aiming to address teacher burnout.
- Further research can extend the proposed model based on this dataset.
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