Promoting well-being: Investigating self-efficacy and academic burnout among trainee teachers

Autor: Z. Boumaaize, A. Bouhaba, M. A. Lafraxo, H. Guider, Y. El Madhi, H. Hami
Jazyk: angličtina
Rok vydání: 2024
Předmět:
Zdroj: European Psychiatry, Vol 67, Pp S793-S794 (2024)
Druh dokumentu: article
ISSN: 0924-9338
1778-3585
DOI: 10.1192/j.eurpsy.2024.1653
Popis: Introduction Burnout is a widespread problem with far-reaching implications for mental health. Recent studies on working conditions in Morocco have drawn attention to the increasing prevalence of psychosocial hazards, notably stress and burnout, in various professions. The emergence of burnout is mainly determined by the intricate interplay of organizational, environmental, and individual factors. In education, the teaching profession is susceptible to various burnout symptoms. Educators can mitigate this syndrome by maintaining a positive outlook driven by a strong sense of self-efficacy. Objectives This study investigated the correlation between academic burnout syndrome and personal resources, specifically a sense of efficacy. Methods A cross-sectional survey of 160 Moroccan trainee teachers, with an average age of 27.94±5.44 years, was conducted. Data were collected through a self-administered questionnaire that included the Maslach Burnout Inventory-Student Survey (MBI-SS) and Teachers’ Sense of Efficacy Scale (TSES). The MBI-SS evaluated academic burnout across three dimensions: emotional exhaustion, cynicism, and academic efficacy, whereas the TSES examined efficacy for classroom management, student engagement, and instructional strategies. The questionnaires were translated into Arabic and validated for use in the Moroccan context. Results The findings revealed a moderate and statistically significant correlation between efficacy for classroom management and the two components of efficacy related to instructional strategies (r=0.32; p
Databáze: Directory of Open Access Journals
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