Abstract This study had done to surveying relationship between self-efficacy and job burnout of faculty members at Ardebil city universities. For this purpose, we study the literature of self-efficacy (instructional strategies, classroom management and job involvement) and job burnout. The population was Ardebil city universities faculty members. We determined the amount of the sample size with the used of Cochran sampling method which the statistical sample is 359 of these employees which have been selected through the simple random sampling method. To gathering of data, we used a questionnaire. In order to analyze the data resulted from collected questionnaires deductive and descriptive statistical methods are used. The results Kolmogorov-Smirnov Test shows the test distribution is Normal. So we can use Multi Regression test the hypothesis of the research. The SPSS tool has been used. The findings show that with attention to each share of selfefficacy show that share of any dimensions is significant in predicting burnout. And also, considering the contribution of each component of career self-efficacy showed that only part classroom management (= -0.03) in predicting burnout at 95% confidence level

Beheshteh Panahi

Dr Adel Zahed Bablan

Dr Mehdi Moinikiya

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Arabian Journal of Business and Management Review (OMAN Chapter)       Vol. 3, No.12; July. 2014 
 
145 
 
SURVEYING THE RELATIONSHIP BETWEEN SELF EFFICACY AND 
BURNOUT OF FACULTY MEMBERS AT ARDEBIL CITY UNIVERSITIES 
 
 
 
 
 
 
Beheshteh Panahi1, Dr.Adel Zahed Bablan, Dr. Mehdi Moinikiya  
Department of Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, Iran. 
 
 
 
 
 
Abstract  
This study had done to surveying relationship between self-efficacy and job burnout of faculty 
members at Ardebil city universities. For this purpose, we study the literature of self-efficacy 
(instructional strategies, classroom management and job involvement) and job burnout. The 
population was Ardebil city universities faculty members. We determined the amount of the 
sample size with the used of Cochran sampling method which the statistical sample is 359 of these 
employees which have been selected through the simple random sampling method. To gathering of 
data, we used a questionnaire. In order to analyze the data resulted from collected questionnaires 
deductive and descriptive statistical methods are used. The results Kolmogorov-Smirnov Test 
shows the test distribution is Normal. So we can use Multi Regression test the hypothesis of the 
research. The SPSS tool has been used. The findings show that with attention to each share of self-
efficacy show that share of any dimensions is significant in predicting burnout. And also, 
considering the contribution of each component of career self-efficacy showed that only part 
classroom management (= - 0.03) in predicting burnout at 95% confidence level. 
Key words: self-efficacy, instructional strategies, classroom management and job involvement, and 
job burnout 
 
INTRODUCTION  
Overcoming the teacher shortage will involve the preparation of high quality future teachers; these 
individuals must hold the belief that they have the potential for success as an agricultural educator 
to remain in the classroom. A high sense of teacher self–efficacy can combat teacher burnout and 
attrition, thereby retaining teachers in the profession. Woolfolk Hoy and Hoy (2009) defined 
teacher self–efficacy as “. . . a teacher’s belief that he or she can reach even difficult students to 
help them learn, it appears to be one of the few personal characteristics of teachers that is 
correlated with student achievement” (pp. 167–168). In addition, “novice teachers completing their 
first year of teaching who had a high sense of teacher efficacy [teacher self–efficacy] found greater 
satisfaction in teaching, had a more positive reaction to teaching, and experienced less stress” 
(Woolfolk Hoy, 2000, p. 6). 
The concept of “teacher self-efficacy belief” (TSEB) is the beliefs of teachers related to their 
capabilities to affect the learning outcomes of students including those with low motivation and 
low ability to learn (Bandura, 1977; Tschannen-Moran, Hoy, & Hoy, 1998). It can be argued that 
the levels of teachers' efforts, targets and desires differ depending on self-efficacy beliefs 
(Tschannen-Moran & Hoy, 2001). Tschannen-Moran and Hoy (2001: 783) defined a teacher’s 
                                               
1 Correspondence author 
Arabian Journal of Business and Management Review (OMAN Chapter)       Vol. 3, No.12; July. 2014 
 
146 
 
efficacy belief as “a judgment of his/her capabilities to bring about desired outcomes of student 
engagement and learning, even among those students who may be difficult or unmotivated”. 
It can be argued that teachers whose TSEBs are high are more capable of using instructional 
strategies effectively, more capable of ensuring student participation and more successful in Self-
Efficacyskills (Caprara, Barbaranelli, Steca & Malone, 2006) and they use direct teaching less 
(Ashton & Webb, 1986). Teachers with high teacher self-efficacy make more efforts to overcome 
the problems they face, and they can maintain these efforts longer (Bandura, 1977; 1986). It has 
been revealed that there exist differences between teachers with high and low self-efficacy beliefs 
in issues such as using new techniques and giving feedback to students with learning disabilities 
(Tschannen-Moran & Hoy, 2001; Özkan, Tekkaya & Çakıroğlu 2002; Ross, 1992). TSEB affects 
also enables the teacher to be open to new ideas and to develop positive teaching attitudes 
(Tschannen-Moran & Hoy, 1998), and to take more responsibility in teaching (Coladarci, 1992). It 
can be argued that perceived teaching self-sufficiency is positively associated with teachers’ job 
satisfaction. (Caprara, Barbaranelli, Steca & Malone, 2006; Caprara, et. al, 2003). It was presented 
in the study by Tschannen-Moran & Hoy (2007) that the satisfaction derived from classroom 
performance is positively correlated with teaching self-efficacy belief. Klassen et al., (2009) also 
found a high correlation, in the study they carried out in five different countries, between teachers’ 
job satisfaction levels and teaching self-efficacy beliefs. Exploring the relationship between TSEB 
and job satisfaction may have implications for teachers’ job performance, and by extension, the 
academic achievement of students (Klassen et. al., 2009: 68). It could also be stated that there 
exists a positive correlation between the self-efficacy belief related to teaching and attitude 
(Demirel & Akkoyunlu, 2010). 
Burnout is a prolonged response to chronic emotional and interpersonal stressors on the job, and is 
defined by the three dimensions of exhaustion, cynicism, and inefficacy. The past 25 years of 
research has established the complexity of the construct, and places the individual stress 
experience within a larger organizational context of people’s relation to their work. Recently, the 
work on burnout has expanded internationally and has led to new conceptual models. The focus on 
engagement, the positive antithesis of burnout, promises to yield new perspectives on the 
interventions to alleviate burnout. The social focus of burnout, the solid research basis concerning 
the syndrome, and its specific ties to the work domain make a distinct and valuable contribution to 
people’s health and well-being (Maslach, Schaufeli, Leiter, 2001). 
Statistical data indicate that teachers are abandoning the profession in increasing numbers. 
According to Shinn (1982) and Katzell, Korman, and Levine (1971), teachers are three times more 
likely to quit their jobs and even more likely to want to quit their jobs than are similarly trained 
professionals. Many are findings jobs in private industry, others are seeking early retirement, and 
still others are simply dropping out. Thousands of teachers have laid down their pointers and chalk 
largely because of because of decreased funding, limited personal control over their teaching, and 
lack of societal commitment. 
One important factor that contributes to this trend is teacher burnout. Burnout is a more serious 
problem to the profession than job change or early retirement because it renders a teacher unable to 
cope, although he or she remains in the classroom. According to Truch (1980), teacher distress 
costs at least 3.5 billion annually through absenteeism, turnover, poor performance, and waste. It is 
estimated that one-quarter of all teachers feel burned out at any given time. Job burnout is a 
problem in many professions, but it significantly more prevalent in the helping professions. 
Teachers, as well as administrators, counselors, doctors, nurses, police officers, and so on have the 
additional burden of extreme responsibility for the wellbeing of others on top of the multitude of 
stressors that stem from routine job activities. This heavy responsibility combined with limited 
resources, long hours, marginal working conditions, and often unreasonable demands from those 
receiving services, lead to chronic stress, and ultimately, burnout (Dworkin, 1987). 
Arabian Journal of Business and Management Review (OMAN Chapter)       Vol. 3, No.12; July. 2014 
 
147 
 
Burnout manifests itself in many ways. Those who experience this syndrome typically find that 
they are tired, drained, and without enthusiasm. They talk of feeling pulled by their many projects, 
most of which seem to have lost meaning (Corey, 1996).  Job burnout is both an occupational 
hazard and a phenomenon induced by distress. It is generally characterized by: (1) some degree of 
physical and emotional exhaustion; (2) socially dysfunctional behavior, particularly a distancing 
and insulation from individuals with whom one is working; (3) psychological impairment -- 
especially strong, negative feelings toward the self; and (4) organizational inefficiency through 
decreased output and poor morale. 
 
METHODOLOGY  
The main purpose of this study was surveying relationship between Self Efficacy and burnout of 
faculty members at Ardebil city universities. The population was Ardebil city universities faculty 
members. The table 1 show the characteristics of population.  
Table 1: Characteristics of population 
275 50 Coach Mohaghegh Ardabili 
university  
170 Assistant 
51 Associate 
4 Professor 
120 111 Coach Payem e noor 
university 9 Assistant 
0 Associate 
0 Professor 
231 201 Coach Islamic Azad 
University 26 Assistant 
4 Associate 
0 Professor 
We determined the amount of the sample size with the used of Cochran sampling method which 
the statistical sample is 359 of these employees which have been selected through the simple 
random sampling method. To gathering of data, we used a questionnaire. Questionnaires reliability 
was estimated by calculating Cronbach’s Alpha. Table 2 shows the number of question and 
Cronbach’s Alpha for each dimensions of research. 
Table 2 shows the number of question and Cronbach’s Alpha for each dimensions: 
Alpha No. of Items Dimensions 
0.94 26 Self-Efficacy 
0.82 22 burnout 
In order to analyze the data resulted from collected questionnaires deductive and descriptive 
statistical methods are used. The results Kolmogorov-Smirnov Test shows the test distribution is 
Normal. So we can use Multi Regression test the hypothesis of the research. The SPSS tool has 
been used.  
 
RESULTS  
The main hypothesis of this study is “There is relationship between Self-Efficacy and burnout of 
faculty members at Ardebil city universities”. And also we have a question that it is “which 
dimensions of Self-Efficacy significant predictor of the burnout of faculty members at Ardebil city 
universities? 
To finding the answer to question and analysis the hypothesis, we have used Multi Regression test. 
 Table 3:  Correlation between Self-Efficacy and burnout.  
 Square df Mean square F sig R 
Arabian Journal of Business and Management Review (OMAN Chapter)       Vol. 3, No.12; July. 2014 
 
148 
Regression 1683.6 3 261.2 7.5 .000 .24 
Remaining 26564.6 355 74.8    
Total 28248.2 358     
Sig t   Predictor 
variables  Beta Error  B 
.000 12.7 - 4.1 52.2 Constant 
.72 -0.3 -0.02 .14 -0.05 Instructional 
Strategies 
.000 -4.0 -0.3 .15 -0.06 Classroom 
management 
.122 1.6 0.1 .18 0.3 Job 
Involvement 
Predictor variables: Instructional Strategies, Classroom management, Job Involvement 
Criterion variables: Job Burnout 
According to table 3, R =0.24 and F=7.51 in p<0.05. It means that Self-Efficacy include 
Instructional Strategies, Classroom management, Job Involvement are a significant predictor for 
job burnout. 
 
CONCLUSION  
This study had done to surveying relationship between self-efficacy and job burnout of faculty 
members at Ardebil city universities. For this purpose, we study the literature of self-efficacy 
(instructional strategies, classroom management and job involvement) and job burnout.  
The findings show that with attention to each share of self-efficacy show that share of any 
dimensions is significant in predicting burnout. And also, considering the contribution of each 
component of career self-efficacy showed that only part classroom management (= - 0.03) in 
predicting burnout at 95% confidence level. 
But the other part of the subscale instructional strategies, and job involvement is not significant in 
explaining burnout means. Overall, the potential for burnout concerning the following be 
considered: (see figure 1) 
Fig. The final model Research  
 
References 
1. Bandura, A. (1977). Self-efficacy: toward a unifying theory behavioral change. 
Psychogical Review, 84(2), 191-215. 
2. Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teacher self-efficacy 
beliefs as determinants of job satisfaction and students’ academic achievement: A study at 
the school level. Journal of school Psychology, 44, 473-490. 
Job Burnout 
Instructional 
Strategies 
Classroom 
management 
Job Involvement
-0.02 
-0.3 
0.1 
Arabian Journal of Business and Management Review (OMAN Chapter)       Vol. 3, No.12; July. 2014 
 
149 
 
3. Caprara, Gian Vittorio; Barbaranelli, Claudio; Borgogni, Laura, & Steca, Patrizia.(2003). 
Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational 
Psychology, 95(4), 821-832. 
4. Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of 
Experimental Education, 60, 323–337. 
5. Corey G., (1996), Theory and Practice of Counseling and Psychotherapy 
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7. Dworkin A.G. (1987), Teacher Burnout in the Public Schools: Structural Causes and 
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SURVEYING THE RELATIONSHIP BETWEEN SELF EFFICACY AND BURNOUT OF FACULTY MEMBERS AT ARDEBIL CITY UNIVERSITIES

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SURVEYING THE RELATIONSHIP BETWEEN SELF EFFICACY AND BURNOUT OF FACULTY MEMBERS AT ARDEBIL CITY UNIVERSITIES

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