The Mediating Effect of Leadership and Self-Efficacy on Educator Burnout

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Issue Date
2022-09
Authors
McInenly, Christina
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Abstract
This capstone aimed to examine the relationship between educator burnout, self-efficacy, and leadership practices to foster efficacy in teachers. Drawing on self-efficacy theory by Bandura (1995) and burnout theory by Maslach (1981, 2001, 2016), a literature review summarizes the current research on the development and application of the theories in education. Multiple studies have supported the connection between teacher self-efficacy and educator burnout, with transformational leadership practices positively affecting the mediating role of efficacy in burnout. Four sources of efficacy development are highlighted as focus areas for leaders: mastery experiences, vicarious learning, social persuasion and psychological and emotional states. Staff's efficacy and burnout affect educational stakeholders, such as students, teachers, and leaders. Ensuring teachers' emotional well-being is crucial for classroom effectiveness and engagement.
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Keywords
educator burnout , self-efficacy , teacher attrition , transformational leadership
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess
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