Views of Self-Efficiency and Burnout in Secondary Education Teachers

Abstract

In this study we investigate the levels of burnout in secondary education teachers and the link between its aspects (emotional exhaustion, depersonalization, personal achievement) and the view of self-efficiency. 138 teachers from schools in the regional unit of Thessaloniki completed a questionnaire with the goal of understanding what justifies, differentiates and has the above factors in view, so that it can be used to better manage the human resources and the instruction of the anxiety management programs. Analysis has shown that teachers experience moderate emotional exhaustion, low depersonalization and high personal achievement. The views of self-efficiency in teaching, in class management, in the motivation of students and interpersonal relations are considered factors for anticipating the feeling of personal achievement and depersonalization. The headteachers/deputy headteachers, the older teachers with professional experience, those with university degrees and those working in High Schools believe that they are more efficient in most aspects of self-efficiency. The most exhausted seem to be the teachers in vocational senior high schools and the headteachers/deputy headteachers.