Teacher Self-Efficacy, Teacher Burnout And Psychological Well-Being

The aim of the present paper was to examine the relationship between self-efficacy, burnout, and psychological well-being dimensions in a sample of Romanian teachers. The sample consisted of 217 school teachers, 197 females and 20 males, with ages ranged from 22 to 58. Results revealed positive lower correlations between teacher self-efficacy and the six psychological well-being dimensions. Teacher self-efficacy was significant and negatively correlated with exhaustion and depersonalization and positively correlated with personal achievement. Teachers with low and high level of psychological well-being dimensions significantly differ in their perceived self-efficacy and burnout components. Those who scored lower on autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance reported lower levels of perceived self-efficacy within the teaching profession. Also, teachers with lower scores of all psychological well-being dimensions reported higher level of exhaustion and depersonalization and had higher tendency of reduction their personal achievement and to demotivate facing to difficulties. The effect sizes were high. The findings and the limitations of the study were discussed.