Burnout, depression, efficacy beliefs, and work-related variables among school teachers

Capone, V., Joshanloo, M. and Park, M.S.-A. ORCID: 0000-0002-1269-6856, 2019. Burnout, depression, efficacy beliefs, and work-related variables among school teachers. International Journal of Educational Research. ISSN 0883-0355

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Abstract

The present study investigated burnout and its associated factors in school teachers. We tested the relationships between burnout, depression, efficacy beliefs (self and collective), school climate, and organizational justice in a sample of 609 Italian school teachers. Using path analysis and controlling for age and gender, we found that collective efficacy, school climate, and organizational justice were significantly associated with burnout and depression. The relationships between these variables and depression were mediated by burnout. Results suggest that planning development programs to reduce teachers’ malaise and improve their evaluation methods involves taking into account the buffering effect of efficacy beliefs, school climate, and organizational justice against burnout and depression.

Item Type: Journal article
Alternative Title: Burnout, depression and work-related variables [running head]
Publication Title: International Journal of Educational Research
Creators: Capone, V., Joshanloo, M. and Park, M.S.-A.
Publisher: Elsevier Ltd.
Date: 15 February 2019
ISSN: 0883-0355
Identifiers:
NumberType
10.1016/j.ijer.2019.02.001DOI
S0883035518314903Publisher Item Identifier
Divisions: Schools > School of Social Sciences
Depositing User: Jill Tomkinson
Date Added: 01 May 2019 10:40
Last Modified: 01 May 2019 10:40
URI: http://irep.ntu.ac.uk/id/eprint/36367

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