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Abstrakt

The aim of this study was to analyze the relationship between Big-Five personality traits, perceived self-efficacy (GSES) and dimensions of occupational burnout in accordance with Christina Maslach’s three-factor burnout model (emotional burnout, depersonalization, perceived lack of own accomplishments). Data collected among 271 teachers (82% female) aged 20–68 confirmed findings from previous research that four personality traits (Neuroticism, Extraversion, Agreeableness, Conscientiousness) are correlated with burnout and that they are significant predictors for all dimensions of burnout. In addition, it was shown that GSES plays a moderating role as a buffer that protects people with high levels of neuroticism from a sense of lack of own accomplishments. It was also found that GSES plays a mediating role for the relationship between Extraversion, Conscientiousness and Neuroticism and perceived lack of own accomplishments and that it is a suppressor for the relationship of neuroticism with emotional exhaustion. The results are discussed in the context of personality theories and their possible applications.
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Abstrakt

The present study aims to scrutinize teacher motivation in relation to two individual level predictors, namely, self -efficacy and burnout among English as a foreign language (EFL) teachers. To this end, 142 English as a foreign language (EFL) teachers were selected from various English language institutes of Mashhad and Tehran, two cities in Iran. They were requested to complete three questionnaires: the Maslach Burnout Inventory, the Teachers’ Sense of Efficacy Scale, and the Work Tasks Motivation Scale for Teachers. The findings obtained via SEM revealed that the proposed model had a good fit with the empirical data. In particular, it was found that job motivation contributed significantly to burnout depletion. It was also revealed that self -efficacy positively predicted job motivation, and burnout negatively influenced self -efficacy. However, self -efficacy surpassed motivation in predicting EFL instructors’ burnout. Results were discussed from both theoretical standpoints as well as previous empirical findings. Finally, implications were presented.
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