Teacher self-esteem, self-efficacy and perception of school context as predictors of professional burnout

This study had two major objectives: (1) to examine the relationship between self-efficacy, self-esteem, school climate, and teacher burnout in an Iranian sample and (2) to examine to what extend self-efficacy, self-esteem, school climate predict burnout among secondary school teachers. Participants of this study were 280 (147 female, 143 male) teachers. They completed the Maslach Burnout Inventory – Educator’s Survey (MBI-ES, Mashlach, Jackson, & Leiter, 1996), the Rosenberg Self-esteem Scale (Rosenberg, 1965), the Norwegian Teacher Self-Efficacy Scale (NTSES; Skaalvik E., & S. Skaalvik, 2007), and the Teacher’s Perception of the School Context (Skaalvik, 2010). Correlational analyses indicated that self-efficacy, self-esteem, school climate were significantly involved in teacher burnout. The results of multiple regression analysis indicated that burnout was affected differently from three predictor variables