The relationships between teacher self‐efficacy, optimism, perceived social support, and burnout
A moderated mediation analysis using the revised job demands–resources model
Bibliographic Data
| ID | 21375697 |
|---|---|
| Authors | Alper Uslukaya (0000-0003-1455-8438, Department of Educational Sciences, Faculty of Humanities and Social Sciences Çankırı Karatekin University Cankiri Turkey, corresponding author) |
| Year | 2024 |
| Volume | 61 |
| Issue | 11 |
| Pages | 4112-4132 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23272 |
| OpenAlex | W4400154682 |
| Language | EN |
| Citations received | 1 |
| References cited | 77 |
Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and burnout, using data collected from a sample of 288 teachers in Elâzığ, a city in the eastern region of Turkey. The results demonstrated the negative relationships between teacher self‐efficacy and optimism with burnout, and the indirect negative relationship between teacher self‐efficacy and burnout through perceived social support. In addition, the present study revealed that the direct relationship between teacher self‐efficacy and perceived social support and the indirect relationship between teacher self‐efficacy and burnout through perceived social support can be strengthened depending on the level of optimism. Recommendations for practitioners, policymakers, and researchers are presented
Burnout · Mediation · Moderated mediation · Optimism · Self-efficacy · Social support · Applied Psychology · Clinical Psychology · Grit, Self-Efficacy, and Motivation · Healthcare professionals’ stress and burnout · Job Satisfaction and Organizational Behavior · Psychology · Social Psychology
Structural Equation Modeling
Perceived organizational support
Perceived Teacher Self‐Efficacy as a Predictor of Job Stress and Burnout
A Critical Review of the Job Demands-Resources Model
Teacher Stress
Job Burnout
Job Demands–Resources Theory
Social cognitive theory of posttraumatic recovery
Social Ties and Susceptibility to the Common Cold
Effects of optimism on psychological and physical well-being
The Job Demands–Resources model
Classroom Management Self-Efficacy and Burnout
Monte Carlo Experiments
Bayesian structural equation modeling
Dispositional optimism
Work engagement and financial returns
How dentists cope with their job demands and stay engaged
Common Method Bias in Marketing
Functional roles of social support within the stress and coping process
Exchange Interdependence and Interfirm Interaction
Understanding the burnout experience
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Job demands–resources theory
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Teacher Efficacy
The Job Demands‐Resources model
Positive Psychological Capital
The job demands-resources model of burnout.
Can a supportive supervisor be a treasure for teachers? A multilevel analysis of the relationship between perceived supervisor support, work engagement, and burnout
Addressing Moderated Mediation Hypotheses
Self-efficacy
The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion
Constructive Thinking and Burnout among Secondary School Teachers
Dimensions of teacher burnout
Reasserting the public in public service delivery
Emotional social support and job burnout among high-school teachers
Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers
Teacher self-efficacy and teacher burnout
A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
Teacher's academic optimism
Burnout among senior teachers
Self-efficacy and causal attributions in teachers
Resource loss, resource gain, and emotional outcomes among inner city women
Teacher Efficacy
Academic Optimism of Schools
Explanatory style as a predictor of productivity and quitting among life insurance sales agents
Optimism in close relationships
Social Support as a Moderator of Life Stress
Burnout and work engagement among teachers
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |