A systematic review of the relationship between self‐efficacy and burnout in teachers
Abstract
Self-efficacy beliefs can determine how environmental opportunities and obstacles are perceived and affect choice of activities as well as the amount of effort which is given to an activity (Bandura, 1997). Perceived self-efficacy is reported to be an important stress resource factor in mitigating teacher burnout (Schwarzer & Hallum, 2008). This paper reviews 11 published studies which look at the relationship between self-efficacy and burnout in teachers. Reviews of the literature to date have tended to look at burnout as a unitary concept whereas this paper seeks to review it as a multi-dimensional concept. A number of findings were made including all studies reviewed having a negative relationship between teacher self-efficacy and burnout and all studies having a negative relationship with teacher self-efficacy and the burnout dimension of depersonalisation. Recommendations for further research include exploring the relationship between self-efficacy and depersonalisation and the potential positive effects that an organisation can have on teachers’ self-efficacy beliefs.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Positive self-efficacy beliefs protect an individual from the effects of work stress (Brown, 2012).
“Brown (2012) stated that positive beliefs of self-efficacy are a key modifiable cognition, which could protect an individual from the effects of WS.”
From Work stress, perceived social support, self‐efficacy and burnout among Chinese registered nurses (2019) · cites this paper as Brown (2012)
Cites
Systematic Reviews in the Social Sciences: A Practical Guide
Petticrew, M., & Roberts, H. (2006) · doi:10.1002/9780470754887 · Cited by 3,586 · see citing works
Teacher stress: Directions for future research
Kyriacou, C. (2001) · Educational Review · doi:10.1080/00131910120033628 · Cited by 1,919 · see citing works
Teacher self-efficacy and teacher burnout: A study of relations
Skaalvik, E. M., & Skaalvik, S. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.11.001 · Cited by 1,787 · see citing works
Skaalvik, E. M., & Skaalvik, S. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.611 · Cited by 1,678 · see citing works
The impact of interpersonal environment on burnout and organizational commitment
Leiter, M. P., & Maslach, C. (1988) · Journal of Organizational Behavior · doi:10.1002/job.4030090402 · Cited by 1,597 · see citing works
Schwarzer, R., & Jerusalem, M. (2012) · PsycTESTS Dataset · doi:10.1037/t00393-000 · Cited by 1,572 · see citing works
Perceived Teacher Self‐Efficacy as a Predictor of Job Stress and Burnout: Mediation Analyses
Schwarzer, R., & Hallum, S. (2008) · Applied Psychology · doi:10.1111/j.1464-0597.2008.00359.x · Cited by 1,179 · see citing works
Allinder, R. M. (1994) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/088840649401700203 · Cited by 927 · see citing works
Historical and Conceptual Development of Burnout
Maslach, C., & Schaufeli, W. B. (2017) · Routledge eBooks · doi:10.4324/9781315227979-1 · Cited by 789 · see citing works
Evers, W. J. G., Brouwers, A., & Tomic, W. (2002) · British Journal of Educational Psychology · doi:10.1348/000709902158865 · Cited by 482 · see citing works
Teacher self-efficacy: a classroom-organization conceptualization
Friedman, I. A., & Kass, E. (2002) · Teaching and Teacher Education · doi:10.1016/s0742-051x(02)00027-6 · Cited by 380 · see citing works
Teacher Efficacy and Bias in Special Education Referrals
Podell, D. M., & Soodak, L. C. (1993) · The Journal of Educational Research · doi:10.1080/00220671.1993.9941836 · Cited by 342 · see citing works
Borg, M. G., Riding, R., & Falzon, J. M. (1991) · Educational Psychology · doi:10.1080/0144341910110104 · Cited by 327 · see citing works
Role Of Professional self-efficacy In The Etiology And Amelioration Of Burnout
Cherniss, C. (2017) · Routledge eBooks · doi:10.4324/9781315227979-11 · Cited by 271 · see citing works
Betoret, F. D. (2008) · Educational Psychology · doi:10.1080/01443410802459234 · Cited by 268 · see citing works
Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy
Friedman, I. A. (2003) · Social Psychology of Education · doi:10.1023/a:1024723124467 · Cited by 237 · see citing works
The Nomological Network of Teacher Burnout: A Literature Review and Empirically Validated Model
Byrne, B. M. (1999) · Cambridge University Press eBooks · doi:10.1017/cbo9780511527784.003 · Cited by 228 · see citing works
Schwarzer, R., Schmitz, G. S., & Tang, C. S. (2000) · Anxiety Stress & Coping · doi:10.1080/10615800008549268 · Cited by 170 · see citing works
Tang, C. S., Au, W. T., Schwarzer, R., & Schmitz, G. S. (2001) · Journal of Organizational Behavior · doi:10.1002/job.120 · Cited by 163 · see citing works
Teacher Self-Efficacy, Burnout, Experience and Decision to Refer a Disruptive Student
Egyed, C. J., & Short, R. J. (2006) · School Psychology International · doi:10.1177/0143034306070432 · Cited by 151 · see citing works
Instructional Adaptation for Students at Risk
Fuchs, L. S., Fuchs, D., & Bishop, N. (1992) · The Journal of Educational Research · doi:10.1080/00220671.1992.9941143 · Cited by 138 · see citing works
Teacher Stress in a Time of Reform
Smylie, M. A. (1999) · Cambridge University Press eBooks · doi:10.1017/cbo9780511527784.005 · Cited by 112 · see citing works
Teachers Beliefs and Behaviours – What Really Matters?
Reynolds, D. B. (2002) · The Journal of classroom interaction · Cited by 112 · see citing works
Chan, D. W. (2007) · Educational Psychology · doi:10.1080/01443410601061397 · Cited by 70 · see citing works
Dunham, J. L. (1992) · Taylor & Francis eBooks · doi:10.4324/9780203314500 · Cited by 52 · see citing works
Perception of Self-Efficacy and Professional Burnout in General Education Teachers
Brudnik, M. (2009) · Human Movement · doi:10.2478/v10038-009-0013-3 · Cited by 27 · see citing works
Schonfeld, I. S. (2004) · American Psychological Association eBooks · doi:10.1037/10116-018 · Cited by 25 · see citing works
Kelchtermans, G., & Strittmatter, A. (1999) · Cambridge University Press eBooks · doi:10.1017/cbo9780511527784.022 · Cited by 24 · see citing works
Foster, M., Hood, S., Lanehart, S. L., et al. (2004) · Educational Researcher · doi:10.3102/0013189x033001003 · Cited by 8 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Classroom management self-efficacy and burnout: A multivariate meta-analysis
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014) · Educational Psychology Review · doi:10.1007/s10648-013-9244-0 · Cited by 560 · see citing works
A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout
Kim, L. E., Jörg, V., & Klassen, R. M. (2019) · Educational Psychology Review · doi:10.1007/s10648-018-9458-2 · Cited by 406 · see citing works
Work stress, perceived social support, self‐efficacy and burnout among Chinese registered nurses
Liu, Y., & Aungsuroch, Y. (2019) · Journal of Nursing Management · doi:10.1111/jonm.12828 · Cited by 197 · see citing works
Yao, Y., Zhao, S., Gao, X., An, Z., Wang, S., Li, H., Li, Y., Gao, L., Lu, L., & Dong, Z. (2018) · BMC Health Services Research · doi:10.1186/s12913-018-3478-y · Cited by 133 · see citing works
Examining teacher stress-vulnerability in the US secondary school context.
Fitchett, P. G., McCarthy, C. J., Lambert, R. G., Eyal, M., Playfair, E. C., & Dillard, J. B. (2021) · Educational Review · doi:10.1080/00131911.2019.1619521 · Cited by 18 · see citing works
- Authors
- Brown, C. G.
- Corresponding author
- Brown, Carol G.
- Venue
- Educational and Child Psychology
- Publisher
- British Psychological Society
- Published
- 2012
- Volume
- 29
- Issue
- 4
- Pages
- 47-63
- ISSN
- 0267-1611 (ISSN-L)
- 2396-8702
- OpenAlex
- W4316087836
- Cited by
- 111
- References
- 29
- Citations by year
- 2026: 8 · 2025: 4 · 2024: 9 · 2023: 13 · 2022: 13 · 2021: 7 · 2020: 12 · 2019: 12 · 2018: 12 · 2017: 8 · 2016: 5 · 2015: 6 · 2014: 1 · 2013: 1
- FWCI
- 0.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational and Child Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- teacher self-efficacy, teacher burnout, depersonalization, burnout dimensions, teacher stress
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
