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Journals / Mersin Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 22 Sayı: 2

Investigation of Teachers’ Academic and Professional Self-Efficacy and Levels of Occupational Burnout

Öğretmenlerin Akademik ve Mesleki Öz Yeterlik ile Mesleki Tükenmişlik Düzeylerinin İncelenmesi

Büşra Bozanoğlu(T.C. MİLLİ EĞİTİM BAKANLIĞI)0000-0003-2223-7853
Halil Karadaş(MARDİN ARTUKLU ÜNİVERSİTESİ)0000-0003-0855-3702
Pages
294–315
Publication Date
2026-08-26
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that teachers had high levels of academic and professional self-efficacy, whereas their level of professional burnout was moderate.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study employed a correlational survey design to examine the relationships between teachers' academic and professional self-efficacy and their levels of occupational burnout, and to determine the predictive power of self-efficacy perceptions on occupational burnout.
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Key Findings & Data:The findings revealed that teachers had high levels of academic and professional self-efficacy, whereas their level of professional burnout was moderate.
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Conclusion & Impact:Furthermore, future research employing qualitative and mixed-methods approaches is recommended to gain a deeper understanding of differences associated with demographic variables.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Öğretmen · akademik öz yeterlik · mesleki öz yeterlik

Abstract

This study employed a correlational survey design to examine the relationships between teachers' academic and professional self-efficacy and their levels of occupational burnout, and to determine the predictive power of self-efficacy perceptions on occupational burnout. The findings revealed that teachers had high levels of academic and professional self-efficacy, whereas their level of professional burnout was moderate. Although self-efficacy levels did not differ significantly across demographic variables, burnout levels showed significant differences according to certain demographic characteristics. Male teachers had significantly higher total professional burnout scores than female teachers. Pearson correlation analysis indicated no significant relationship between overall self-efficacy and total professional burnout. However, professional self-efficacy was negatively correlated with emotional exhaustion and depersonalization, and positively correlated with personal accomplishment. Multiple linear regression analysis further demonstrated that teachers’ academic and professional self-efficacy did not significantly predict total professional burnout. The findings indicate that despite teachers’ strong self-efficacy beliefs, professional burnout remains an important risk factor, particularly for certain demographic groups. Accordingly, it is recommended that targeted psychosocial support programs be developed to strengthen teachers’ professional self-efficacy and reduce burnout. Furthermore, future research employing qualitative and mixed-methods approaches is recommended to gain a deeper understanding of differences associated with demographic variables.

Özet

Bu araştırma, öğretmenlerin akademik ve mesleki öz yeterlikleri ile mesleki tükenmişlik düzeyleri arasındaki ilişkileri ve öz yeterlik algılarının tükenmişliği yordama gücünü belirlemek amacıyla ilişkisel tarama modelinde yürütülmüştür. Araştırma, 2024–2025 eğitim-öğretim yılında farklı öğretim kademelerinde görev yapan 638 öğretmen üzerinde gerçekleştirilmiştir. Araştırma sonucunda öğretmenlerin akademik ve mesleki öz yeterlik algılarının yüksek, mesleki tükenmişlik düzeylerinin ise orta düzeyde olduğu belirlenmiştir. Öz yeterlik düzeyleri demografik değişkenlere göre anlamlı farklılık göstermezken, tükenmişlik düzeylerinin bazı demografik değişkenlere göre anlamlı biçimde farklılaştığı saptanmıştır. Pearson korelasyon analizi sonucunda toplam öz yeterlik ile toplam mesleki tükenmişlik arasında anlamlı bir ilişki bulunmamıştır. Buna karşın, mesleki öz yeterlik ile duygusal tükenme ve duyarsızlaşma arasında negatif, kişisel başarı arasında ise pozitif yönlü anlamlı ilişkiler belirlenmiştir. Çoklu doğrusal regresyon analizi sonuçları, öğretmenlerin akademik ve mesleki öz yeterlik algılarının toplam mesleki tükenmişlik düzeyini anlamlı biçimde yordamadığını göstermiştir. Elde edilen sonuçlar, öğretmenlerin güçlü öz yeterlik algılarına rağmen tükenmişliğin özellikle belirli demografik gruplar açısından önemli bir risk alanı olmaya devam ettiğini göstermektedir. Bu doğrultuda, öğretmenlerin mesleki öz yeterliklerini güçlendirmeye ve tükenmişliği azaltmaya yönelik hedefe duyarlı psikososyal destek programlarının geliştirilmesi; ayrıca demografik değişkenlere göre ortaya çıkan farklılıkların nedenlerinin nitel ve karma yöntemli araştırmalarla daha derinlemesine incelenmesi önerilmektedir.

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Cite This Article

Bozanoğlu, B., Karadaş, H. (2026). Investigation of Teachers’ Academic and Professional Self-Efficacy and Levels of Occupational Burnout. Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 22 Sayı: 2, 294–315. https://doi.org/10.17860/mersinefd.1782483

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