From Confidence to Commitment: Unraveling Teachers' Self-Efficacy and its Impact on Engagement and Burnout

• In Event: 21st-Century Challenges of Baltic School Education

Abstract

The relationship between teachers' self-efficacy, work engagement, and burnout has been extensively researched, as these constructs are crucial for understanding teacher well-being and performance. Skaalvik & Skaalvik (2007) identified several dimensions of teacher self-efficacy (like self-efficacy for discipline, instruction, and cooperation) and found that these dimensions related differently to various strain factors. Moreover, teacher self-efficacy was inversely related to burnout, indicating that teachers with higher self-efficacy experienced less burnout. Hakanen et al. (2006) found that work engagement had a positive effect on teachers' job resources and their sense of personal accomplishment, while burnout was negatively related to these variables. Burić & Macuka (2018) revealed that teachers' self-efficacy and positive emotions played a significant role in fostering work engagement over time. These research findings collectively indicate that teacher self-efficacy plays a protective role against burnout and promotes work engagement. Higher levels of self-efficacy led to better coping strategies, lower stress, and higher engagement, all of which contribute to a healthier teaching environment.
Survey results in Lithuanian sample (N=427) confirms weak-moderate relationship on teachers' self-efficacy, work engagement and burnout. The relation becomes stronger in teachers’ group with more than 10 years of working experience.

Short Bio

Ausra Rutkiene PhD, Professor at Education Academy at Vytautas Magnus University (Lithuania) since 2009. She is involved in students’ teaching at BA, MA and PhD levels, in management of MA programme Educational Management, and research in the field of education.
Vilma Zydziunaite PhD, Professor, Director of Educational Research Institute. Head of Educational PhD Committee at Vytautas Magnus University.

Authors

• Aušra Rutkienė, Vytautas Magnus University

• Vilma Žydžiūnaitė, Vytautas Magnus University