Department of Education and Psychology, Azadshahr Branch, Islamic Azad University, Azadshahr, Golestan Province, Islamic Republic of Iran.
J Relig Health. 2020 Feb;59(1):154-162. doi: 10.1007/s10943-018-0703-2.
This study tested the influence of self-efficacy, school context and self-esteem on job burnout of Iranian Muslim teachers. Job burnout was taken to be composed of three components: emotional exhaustion, depersonalization and personal accomplishment. A sample of 212 secondary school teachers completed a packet of scales that measure self-efficacy, school context, self-esteem and job burnout. The relationships between the variables were examined via path analysis. Path analysis showed self-efficacy to have a significant direct negative effect on depersonalization (β = - 0.25, p < 0.01) and reduced personal accomplishment (β = - 0.31, p < 0.01). School context had a significant direct effect on emotional exhaustion (β = - 0.36, p < 0.01), depersonalization (β = - 0.23, p < 0.01) and reduced personal accomplishment (β = - 0.17, p < 0.01). Self-esteem had a significant direct effect on emotional exhaustion (β = - 0.36, p < 0.01), depersonalization (β = - 0.15, p < 0.01) and reduced personal accomplishment (β = - 0.26, p < 0.01). The proposed model explained 47% of total variance of "emotional exhaustion," 28% of "depersonalization" and 54% of "reduced personal accomplishment."
本研究测试了自我效能感、学校环境和自尊对伊朗穆斯林教师职业倦怠的影响。职业倦怠由三个因素组成：情绪耗竭、去个性化和个人成就感降低。212 名中学教师完成了一套测量自我效能感、学校环境、自尊和职业倦怠的量表。通过路径分析检验了变量之间的关系。路径分析表明，自我效能感对去个性化（β=-0.25，p<0.01）和个人成就感降低（β=-0.31，p<0.01）有显著的直接负向影响。学校环境对情绪耗竭（β=-0.36，p<0.01）、去个性化（β=-0.23，p<0.01）和个人成就感降低（β=-0.17，p<0.01）有显著的直接影响。自尊对情绪耗竭（β=-0.36，p<0.01）、去个性化（β=-0.15，p<0.01）和个人成就感降低（β=-0.26，p<0.01）有显著的直接影响。所提出的模型解释了“情绪耗竭”总方差的 47%，“去个性化”的 28%和“个人成就感降低”的 54%。
