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Inicio Revista de Psicodidáctica (English Edition) Noticing the unnoticed: Teacher self-efficacy as a mediator between school conte...
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Vol. 29. Issue 2.
Pages 107-117 (July - December 2024)
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Vol. 29. Issue 2.
Pages 107-117 (July - December 2024)
Original
Noticing the unnoticed: Teacher self-efficacy as a mediator between school context and teacher burnout in developing regions
Observando lo inadvertido: la autoeficacia docente como mediador entre el contexto escolar y el agotamiento docente en regiones en desarrollo
Yanhong Zenga, Yi Liua, J. Pengb,
Corresponding author
pengjiane@stu.edu.cn

Corresponding author.
a School of Foreign Languages, Hanshan Normal University, 521041, Chaozhou, Guangdong, China
b College of Liberal Arts, Shantou University, 515063, Shantou, Guangdong, China
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Figures (2)
Tables (5)
Table 1. Cronbach’s α, Omega, CR, and AVE
Table 2. Descriptive statistics and correlation matrix
Table 3. Mediation of self-efficacy between supervisory support and burnout
Table 4. Mediation of self-efficacy between relations with colleagues and burnout
Table 5. Mediation of self-efficacy between time pressure and burnout
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Abstract

Teacher burnout is a phenomenon permeating the education sector. Teachers in developing regions are more likely to experience burnout due to specific school contexts, which may be mediated by teacher self-efficacy. Yet the burnout experiences of high school teachers teaching English as a foreign language (EFL) in developing regions remain under-researched. This study examined the mediating effect of teacher self-efficacy on the relationships between school context variables (supervisory support, relations with colleagues, and time pressure) and teacher burnout. Questionnaire data were collected from 802 high school EFL teachers in China and analyzed using structural equation modeling. The results showed that supervisory support directly predicted personal accomplishment, and relations with colleagues and time pressure directly predicted the three dimensions of burnout. Self-efficacy significantly mediated the effects of the contextual variables on emotional exhaustion and personal accomplishment. Theoretical and practical implications for reducing high school teachers’ burnout for the sake of promoting educational equality in developing regions are finally addressed.

Keywords:
School context
Teacher burnout
Teacher self-efficacy
High school EFL teachers
Resumen

El agotamiento docente es un fenómeno notablemente presente en el sector educativo. El profesorado en regiones en desarrollo tiene más probabilidades de experimentar agotamiento debido a los contextos escolares específicos donde se desempeñan, lo cual puede ser mediado por la autoeficacia docente. A pesar de esta realidad, las experiencias de agotamiento en docentes de secundaria de inglés como lengua extranjera (ILE) en regiones en desarrollo permanecen insuficientemente investigadas. En este artículo, se examina el efecto mediador de la autoeficacia docente en las relaciones entre las variables del contexto escolar (apoyo de supervisores, relaciones con compañeros y compañeras de trabajo y presión de tiempo) y el agotamiento docente. A través de cuestionarios, se han recopilado datos de 802 docentes de ILE de secundaria en China y se han analizado mediante modelos de ecuaciones estructurales. Los resultados muestran que el apoyo de supervisores actúa como un predictor directo del logro personal, y que las relaciones con compañeros y compañeras de trabajo junto a la presión de tiempo funcionan como predictores directos de las tres dimensiones del agotamiento. Asimismo, la autoeficacia media de manera significativa los efectos de las variables contextuales sobre el agotamiento emocional y el logro personal. Finalmente, se establecen implicaciones teóricas y prácticas para reducir el agotamiento de los docentes de secundaria con el objetivo de fomentar la igualdad educativa en regiones en desarrollo.

Palabras clave:
Contexto escolar
Agotamiento docente
Autoeficacia docente
Docentes de ILE de secundaria

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