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Burnout in Teachers Study, Other - Coggle Diagram
Burnout in Teachers Study
Dimensions
depersonalisation
reduced self efficacy
emotional exhaustion
School culture
Support culture
Promotes collaboration, decreases burnout
Bureaucratic culture
Rule-based, increases burnout
Success culture
Prioritizes achievement,
but may(variable(sometimes good) increase burnout
Task culture
Focuses on tasks; reduces burnout
Self-Efficacy
Self-efficacy is a teacher's belief in their ability to handle tasks
Low self-efficacy leads to negative thoughts and resignation, contributing to burnout.
High self-efficacy motivates teachers to change negative environments or seek better ones
Private school teachers reported higher self-efficacy, possibly due to better resources and conditions
Correlation Findings
Teachers’ self-efficacy influences -> emotional exhaustion (but not depersonalization)
Task culture correlates -> positively with self-efficacy (but not directly with burnout)
success culture and efficacy for student engagement are significantly associated with emotional exhaustion
Surprisingly, in this study, success culture emphasizing the success of teachers, had no association with any self-efficacy factors
Other
Differences Between School Types
Private schools have stronger bureaucratic and task cultures than public or religious vocational schools
Private schools have stronger bureaucratic and task cultures than public or religious vocational schools
Measurement and Limitations
The findings have indicated that in order to increase self-efficacy, one should focus on school culture dimensions such as bureaucratic and task culture
The study’s generalization is limited to the Turkish education system, but it contributes to the broader understanding of school culture, self-efficacy, and burnout