Since the burnout syndrome is highly prevalent in the teaching profession, there is a great need to identify protective factors from chronic stress and long-term professional dissatisfaction among teachers. One of these could be self-efficacy. This study examines the connection between burnout syndrome and self-efficacy among the teachers at Czech grammar schools. The sample consists of 2394 teachers at Czech grammar schools. The survey instrument were two questionnaires which included: 1) Shirom-Melamed Burnout Scale and 2) Czech Teachers Self-efficacy Scale which was developed within the study. Both instruments showed good reliability (over .90) and other acceptable psychometrics. The findings revealed that the correlation between burnout and self-efficacy was significant and different rates of burnout among teachers with high self-efficacy and low self-efficacy. In conclusion, the study detected a negative correlation between self-efficacy and burnout syndrome. A strong correlation was found between emotional burnout and self-efficacy. The correlations between burnout subscales and self-efficacy subscales were also considered. The differences based on gender, teaching experience and educational level were also considered with regard to burnout and self-efficacy. The three-factor structure of the Shirom-Melamed Burnout Scale and its excellent psychometrics, including high reliability, were confirmed for the Czech version (Ptacek et al., in print). The original SMBM includes 14 items divided into three subscales. However, for the purpose of this study, only 13 items were used because in the Czech language two items referring to physical exhaustion are too close in meaning and show an unacceptably high correlation. The norms (the mean scores) were adapted to 13 items in total.
由于职业倦怠综合症在教师职业中非常普遍，因此非常有必要确定教师慢性压力和长期职业不满的保护因素。其中之一可能是自我效能感。本研究旨在探讨捷克文法学校教师的倦怠综合症与自我效能感之间的关系。样本包括捷克文法学校的2394名教师。调查工具为两份问卷，分别是Shirom-Melamed职业倦怠量表和捷克教师自我效能量表。两种仪器都显示出良好的信度(超过0.90)和其他可接受的心理测量。研究发现，职业倦怠与自我效能感之间存在显著的相关关系，且高自我效能感和低自我效能感教师的职业倦怠率存在差异。综上所述，本研究发现自我效能感与倦怠综合征呈负相关。情绪倦怠与自我效能之间存在很强的相关性。倦怠量表与自我效能量表的相关性也被考虑。在职业倦怠和自我效能方面，还考虑了性别、教学经验和教育水平的差异。捷克语版证实了Shirom-Melamed倦怠量表的三因素结构及其出色的心理测量学，包括高信度(Ptacek et al.， in print)。原始的SMBM包括14个项目，分为三个子量表。然而，为了本研究的目的，只使用了13个项目，因为在捷克语中，两个涉及体力消耗的项目在意义上过于接近，并且显示出不可接受的高相关性。规范(平均得分)共适用于13个项目。
{"title":"Self-Efficacy and Burnout Syndrome among Teachers","authors":"I. Smetackova","doi":"10.15405/ejsbs.219","DOIUrl":"https://doi.org/10.15405/ejsbs.219","url":null,"abstract":"Since the burnout syndrome is highly prevalent in the teaching profession, there is a great need to identify protective factors from chronic stress and long-term professional dissatisfaction among teachers. One of these could be self-efficacy. This study examines the connection between burnout syndrome and self-efficacy among the teachers at Czech grammar schools. The sample consists of 2394 teachers at Czech grammar schools. The survey instrument were two questionnaires which included: 1) Shirom-Melamed Burnout Scale and 2) Czech Teachers Self-efficacy Scale which was developed within the study. Both instruments showed good reliability (over .90) and other acceptable psychometrics. The findings revealed that the correlation between burnout and self-efficacy was significant and different rates of burnout among teachers with high self-efficacy and low self-efficacy. In conclusion, the study detected a negative correlation between self-efficacy and burnout syndrome. A strong correlation was found between emotional burnout and self-efficacy. The correlations between burnout subscales and self-efficacy subscales were also considered. The differences based on gender, teaching experience and educational level were also considered with regard to burnout and self-efficacy. The three-factor structure of the Shirom-Melamed Burnout Scale and its excellent psychometrics, including high reliability, were confirmed for the Czech version (Ptacek et al., in print). The original SMBM includes 14 items divided into three subscales. However, for the purpose of this study, only 13 items were used because in the Czech language two items referring to physical exhaustion are too close in meaning and show an unacceptably high correlation. The norms (the mean scores) were adapted to 13 items in total.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114074307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leadership style of school principals is considered an influential factor in teachers’ self-efficacy. However, very few studies have explored the relationship between the transformational and transactional leadership style of school principals and self-efficacy of teachers. The aim of this study is to investigate the relationship between teachers’ self-efficacy and their perceptions of leaders/principals’ behaviour, with a special focus on the transactional and transformational leadership practices. Quantitative research design employing a stratified random sampling was used for this study. A total of (n= 357) teachers were surveyed, using the Multifactor Leadership Questionnaire (MLQ) and Bandura’s Instrument for self-efficacy. The strongest correlation was noticed between Idealized influence and self-efficacy for climate in schools (r = .377, p<.001), while Individual Consideration was found to be the strongest predictor of self-efficacy for teaching F (1,355) = .363, p<.000) with an R2 of .132. All four attributes of transformational leadership and two attributes of transactional leadership (contingent reward and active management by exception) were significantly associated with attributes of self-efficacy, whereas passive management by exception was the only leadership trait that was correlated negatively with self-efficacy. Results could point to contextual and cultural explanations regarding the perception of authority and leadership. Further work is needed to provide a better understanding of the relationship between attributes of transformational and transactional leadership and self-efficacy. The study provides practical implications that can be used in educational settings.
{"title":"The Relationship between Educational Leadership and Teachers’ Self-efficacy","authors":"L. Hoxha, Z. Hyseni-Duraku","doi":"10.15405/EJSBS.221","DOIUrl":"https://doi.org/10.15405/EJSBS.221","url":null,"abstract":"Leadership style of school principals is considered an influential factor in teachers’ self-efficacy. However, very few studies have explored the relationship between the transformational and transactional leadership style of school principals and self-efficacy of teachers. The aim of this study is to investigate the relationship between teachers’ self-efficacy and their perceptions of leaders/principals’ behaviour, with a special focus on the transactional and transformational leadership practices. Quantitative research design employing a stratified random sampling was used for this study. A total of (n= 357) teachers were surveyed, using the Multifactor Leadership Questionnaire (MLQ) and Bandura’s Instrument for self-efficacy. The strongest correlation was noticed between Idealized influence and self-efficacy for climate in schools (r = .377, p<.001), while Individual Consideration was found to be the strongest predictor of self-efficacy for teaching F (1,355) = .363, p<.000) with an R2 of .132. All four attributes of transformational leadership and two attributes of transactional leadership (contingent reward and active management by exception) were significantly associated with attributes of self-efficacy, whereas passive management by exception was the only leadership trait that was correlated negatively with self-efficacy. Results could point to contextual and cultural explanations regarding the perception of authority and leadership. Further work is needed to provide a better understanding of the relationship between attributes of transformational and transactional leadership and self-efficacy. The study provides practical implications that can be used in educational settings.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126029201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Risky Behaviours in Adolescence: A Brief Overview of Unintentional Injuries","authors":"Rafael Filiberto Forteza Fernández, L. Korneeva","doi":"10.15405/ejsbs.217","DOIUrl":"https://doi.org/10.15405/ejsbs.217","url":null,"abstract":"","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115686663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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