Loss and gain cycles? A longitudinal study about burnout, engagement and self-efficacy

Abstract

The present longitudinal study (two waves), conducted on a population of 274 secondary-school teachers, expands on previous research on burnout and work engagement. Accordingly, the effect of organizational factors (obstacles, facilitators) as well as personal resources (self-efficacy) on burnout and engagement is tested longitudinally following the Social Cognitive Theory. More specifically, we test the loss and gain cycles, and reciprocal relationships concerning burnout, engagement, and self-efficacy over time. Four questions are addressed: (1) Are obstacles positively related to burnout and work self-efficacy over time? (2) Are facilitators positively related to engagement and self-efficacy over time? (3) Is work self-efficacy negatively related to burnout and obstacles over time? and (4) Is work self-efficacy positively related to engagement and facilitators over time? The results of a hard-copy survey carried out at two waves (8 months between the two times), which were computed on Structural Equation Modeling show that obstacles are positively related to burnout, which in turn is positively related to self-efficacy over time. Likewise, facilitators are positively related to engagement and self-efficacy, which in turn is positively related to facilitators over time. These findings suggest a positive gain cycle in which self-efficacy plays a central role.