The Mediating Role of Depression in the Relationship Between Teachers’ Self-Efficacy and Burnout Levels

İbrahim Dadandı

Makale detayları

The Mediating Role of Depression in the Relationship Between Teachers’ Self-Efficacy and Burnout Levels

Yazarlar:

İbrahim Dadandı

Yayıncı:

Bayburt University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1145-1165

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357176

pISSN:

1307-1076

Anahtar kelimeler:

Özet:

 Teacher burnout is becoming a growing problem in education due to its prevalence and detrimental effects on the teaching process. This study aims to examine the mediating role of depression in the relationship between teacher self-efficacy and teacher burnout. The study group consists of 328 teachers Male 142, 43.3; Female 186, 56.7 from different provinces in Turkey, working across various educational levels. Research data collected with Personal Information Form, Maslach Burnout Scale-Educator Form, Teacher Self-Efficacy Scale and Beck Depression Inventory, then analyzed using Structural Equation Model SEM. As a result of SEM analysis, it was found that teacher self-efficacy negatively predicted both depression and teacher burnout, and depression positively predicted teacher burnout. In addition, it was determined that depression played a partial mediating role in the relationship between teachers professional self-efficacy beliefs and their burnout. These results indicate that teachers professional self-efficacy beliefs can foster their general mental health as well as reduce their professional burnout. The findings obtained from the study were discussed in the light of the studies in the literature.

 Teacher burnout is becoming a growing problem in education due to its prevalence and detrimental effects on the teaching process. This study aims to examine the mediating role of depression in the relationship between teacher self-efficacy and teacher burnout. The study group consists of 328 teachers Male 142, 43.3; Female 186, 56.7 from different provinces in Turkey, working across various educational levels. Research data collected with Personal Information Form, Maslach Burnout Scale-Educator Form, Teacher Self-Efficacy Scale and Beck Depression Inventory, then analyzed using Structural Equation Model SEM. As a result of SEM analysis, it was found that teacher self-efficacy negatively predicted both depression and teacher burnout, and depression positively predicted teacher burnout. In addition, it was determined that depression played a partial mediating role in the relationship between teachers professional self-efficacy beliefs and their burnout. These results indicate that teachers professional self-efficacy beliefs can foster their general mental health as well as reduce their professional burnout. The findings obtained from the study were discussed in the light of the studies in the literature.

 Teacher burnout is becoming a growing problem in education due to its prevalence and detrimental effects on the teaching process. This study aims to examine the mediating role of depression in the relationship between teacher self-efficacy and teacher burnout. The study group consists of 328 teachers Male 142, 43.3; Female 186, 56.7 from different provinces in Turkey, working across various educational levels. Research data collected with Personal Information Form, Maslach Burnout Scale-Educator Form, Teacher Self-Efficacy Scale and Beck Depression Inventory, then analyzed using Structural Equation Model SEM. As a result of SEM analysis, it was found that teacher self-efficacy negatively predicted both depression and teacher burnout, and depression positively predicted teacher burnout. In addition, it was determined that depression played a partial mediating role in the relationship between teachers professional self-efficacy beliefs and their burnout. These results indicate that teachers professional self-efficacy beliefs can foster their general mental health as well as reduce their professional burnout. The findings obtained from the study were discussed in the light of the studies in the literature.

 Öğretmen tükenmişliği yaygınlığı ve öğretim sürecindeki olumsuz etkileri nedeniyle eğitimde giderek büyüyen bir problem haline gelmektedir. Bu çalışma öğretmen öz-yeterliği ile öğretmen tükenmişliği arasındaki ilişkide depresyonun aracı rolünü incelemeyi amaçlamaktadır. Çalışma grubu Türkiyenin farklı illerindeki çeşitli okul kademelerinde görev yapan 328 E 142, 43,3; K 186, 56,7 öğretmenden oluşmaktadır. Kişisel Bilgi Formu, Maslach Tükenmişlik Ölçeği-Eğitimci Formu, Öğretmen Öz-Yeterlik Ölçeği ve Beck Depresyon Envanteri ile toplanan veriler Yapısal Eşitlik Modeli YEM kullanılarak analiz edilmiştir. YEM analizi sonucunda öğretmen öz-yeterliğinin hem depresyon hem de öğretmen tükenmişliğini olumsuz yönde, depresyonun ise öğretmen tükenmişliğini olumlu yönde açıkladığı bulunmuştur. Ayrıca öğretmenlerin mesleki öz-yeterlik inançları ile tükenmişlikleri arasındaki ilişkide depresyonun kısmi aracılık rolü oynadığı belirlenmiştir. Bu sonuçlar öğretmenlerin mesleki öz-yeterlik inançlarının mesleki tükenmişliklerini azaltmanın yanı sıra ruh sağlıklarını da destekleyebileceğine işaret etmektedir. Araştırmadan elde edilen bulgular alan yazındaki araştırmaların ışığında tartışılmıştır.

Makale detayları

The Mediating Role of Depression in the Relationship Between Teachers’ Self-Efficacy and Burnout Levels

Yazarlar:

İbrahim Dadandı

Yayıncı:

Bayburt University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1145-1165

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357176

pISSN:

1307-1076

Teacher self-efficacy

teacher burnout

depression

mediation analysisÖğretmen öz-yeterliği

öğretmen tükenmişliği

depresyon

aracılık analizi

Sayı

Makale detayları

Yazarlar: İbrahim Dadandı

Yayıncı: Bayburt University

Ana Başlıklar: Okul Psikolojik Danışmanlığı

Dergi: Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1145-1165

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357176

pISSN: 1307-1076

Sayı

Yazarlar:

İbrahim Dadandı

Yayıncı:

Bayburt University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1145-1165

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357176

pISSN:

1307-1076