Exploring the Influence of Self-Efficacy, School Context and Self-Esteem on Job Burnout of Iranian Muslim Teachers: A Path Model Approach
This study tested the influence of self-efficacy, school context and self-esteem on job burnout of Iranian Muslim teachers. Job burnout was taken to be composed of three components: emotional exhaustion, depersonalization and personal accomplishment. A sample of 212 secondary school teachers complet...
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| Format: | Electronic Article |
| Language: | English |
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| Published: |
Springer Science + Business Media B. V.
[2020]
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| In: |
Journal of religion and health
Year: 2020, Volume: 59, Issue: 1, Pages: 154-162 |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a This study tested the influence of self-efficacy, school context and self-esteem on job burnout of Iranian Muslim teachers. Job burnout was taken to be composed of three components: emotional exhaustion, depersonalization and personal accomplishment. A sample of 212 secondary school teachers completed a packet of scales that measure self-efficacy, school context, self-esteem and job burnout. The relationships between the variables were examined via path analysis. Path analysis showed self-efficacy to have a significant direct negative effect on depersonalization (β?=?-?0.25, p?<?0.01) and reduced personal accomplishment (β?=?-?0.31, p?<?0.01). School context had a significant direct effect on emotional exhaustion (β?=?-?0.36, p?<?0.01), depersonalization (β?=?-?0.23, p?<?0.01) and reduced personal accomplishment (β?=?-?0.17, p?<?0.01). Self-esteem had a significant direct effect on emotional exhaustion (β?=?-?0.36, p?<?0.01), depersonalization (β?=?-?0.15, p?<?0.01) and reduced personal accomplishment (β?=?-?0.26, p?<?0.01). The proposed model explained 47% of total variance of "emotional exhaustion," 28% of "depersonalization" and 54% of "reduced personal accomplishment." | ||
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