The relationships between teacher self-efficacy, optimism, perceived social support, and burnout: A moderated mediation analysis using the revised job demands–resources model
Psychology in the Schools, cilt.61, sa.11, ss.4112-4132, 2024 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 61 Sayı: 11
- Basım Tarihi: 2024
- Doi Numarası: 10.1002/pits.23272
- Dergi Adı: Psychology in the Schools
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.4112-4132
- Anahtar Kelimeler: burnout, optimism, perceived social support, teacher self-efficacy
- Van Yüzüncü Yıl Üniversitesi Adresli: Evet
Özet
Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self-efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self-efficacy, optimism, perceived social support, and burnout, using data collected from a sample of 288 teachers in Elâzığ, a city in the eastern region of Turkey. The results demonstrated the negative relationships between teacher self-efficacy and optimism with burnout, and the indirect negative relationship between teacher self-efficacy and burnout through perceived social support. In addition, the present study revealed that the direct relationship between teacher self-efficacy and perceived social support and the indirect relationship between teacher self-efficacy and burnout through perceived social support can be strengthened depending on the level of optimism. Recommendations for practitioners, policymakers, and researchers are presented.