Predictive Roles of Gender, Self-Efficacy, and Work Experience on Job Burnout among Selected Basic School Teachers in Ogbomoso Metropolis
DOI:
https://doi.org/10.58230/josse.v2i2.322Keywords:
Job Stress, Educators, Sex, Self-Efficacy, Year of Work ExperienceAbstract
Job burnout is one of the most serious workplace challenges. Meanwhile, studies focusing on the interplay between socio-demographics, self-efficacy, and job burnout are insufficient, particularly in Nigeria. This study aimed to examine whether self-efficacy, gender, and work experience determine job burnout among school teachers in Ogbomoso, Oyo State, Nigeria. A Cross-sectional design was employed, utilizing questionnaires for data collection. A multistage sampling and convenience sampling technique was used to sample 1,725 teachers in 102 selected schools across the five local government areas of Ogbomoso. Data were collected using the Teachers’ Self-Efficacy Scale and the Maslach Burnout Inventory—Teachers' Survey (MBI-ES). The analysis showed no significant gender difference in job burnout among the selected teachers in Ogbomoso metropolis. However, a significant difference was found in job burnout based on years of work experience F(2,1723) = 6.234 p<.05), with teachers in the 1–7 year category exhibiting significantly higher burnout scores than other groups. Self-efficacy was found to significantly and negatively predict job burnout among the selected teachers(R= -.479, R2 =.576 F=14.573; p <.05). The study concludes that higher levels of self-efficacy are associated with lower levels of job burnout among school teachers. Teachers with 1–7 years of work experience are particularly susceptible to higher burnout levels. Recognizing the negative predictive role of self-efficacy on job burnout, interventions aimed at enhancing self-efficacy are recommended to mitigate burnout risks. The research recommends that policy makers should prioritize new teachers’ self-efficacy training to reduce the job burnout.
Downloads
References
Adekola, B. (2010). Gender differences in the experience of work burnout among university staff. African Journal of Business Management, 4(6), 886.
Aguwa EN, O. F. E. (2015). Burnout, Psychological Distress and Job Satisfaction among Secondary School Teachers in Enugu, South East Nigeria. Journal of Psychiatry, 18(1). https://doi.org/10.4172/psychiatry.1000198
Ajao, P. O. (2024). Examining the role of Emotional resilience and the influence of Gender on Job burnout Among Selected School Teachers in Ilorin Metropolis. Central Nigerian Journal of Psychology, 4(1).
Al Asadi, J., Khalaf, S., Al Waaly, A., Abed, A., & Shami, S. (2018). Burnout among primary school teachers in Iraq: prevalence and risk factors. Eastern Mediterranean Health Journal, 24(03), 262–268. https://doi.org/10.26719/2018.24.3.262
Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationships between personality variables and burnout: A meta-analysis. Work & Stress, 23(3), 244–263. https://doi.org/10.1080/02678370903282600
Alessandri, G., Perinelli, E., De Longis, E., Schaufeli, W. B., Theodorou, A., Borgogni, L., Caprara, G. V., & Cinque, L. (2018). Job burnout: The contribution of emotional stability and emotional self‐efficacy beliefs. Journal of Occupational and Organizational Psychology, 91(4), 823–851. https://doi.org/10.1111/joop.12225
Amini Faskhodi, A., & Siyyari, M. (2018). Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers. Australian Journal of Teacher Education, 43(1), 78–93. https://doi.org/10.14221/ajte.2018v43n1.5
Bandura, A. (2011). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606
Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Frontiers in Psychology, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching, M., & Schaarschmidt, U. (2005). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, 79(3), 199–204. https://doi.org/10.1007/s00420-005-0050-y
Bing, H., Sadjadi, B., Afzali, M., & Fathi, J. (2022). Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach. Frontiers in Psychology, 13, 900417. https://doi.org/10.3389/fpsyg.2022.900417
Brown, C. G. (2012). A systematic review of the relationship between self-efficacy and burnout in teachers. Educational and Child Psychology, 29(4), 47–63. https://doi.org/10.53841/bpsecp.2012.29.4.47
Caprara, G. V., Di Giunta, L., Eisenberg, N., Gerbino, M., Pastorelli, C., & Tramontano, C. (2008). Assessing regulatory emotional self-efficacy in three countries. Psychological Assessment, 20(3), 227–237. https://doi.org/10.1037/1040-3590.20.3.227
Chang, M.-L. (2009). An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers. Educational Psychology Review, 21(3), 193–218. https://doi.org/10.1007/s10648-009-9106-y
Chen, J.-K., Wu, C., & Wei, H.-S. (2020). Personal, family, school, and community factors associated with student victimization by teachers in Taiwanese junior high schools: A multi-informant and multilevel analysis. Child Abuse & Neglect, 99, 104246. https://doi.org/10.1016/j.chiabu.2019.104246
Ender, Z., Saricali, M., Satici, S. A., & Eraslan-Capan, B. (2018). Is mindful awareness effective on hope, burnout and self-efficacy among school counsellors in Turkey? British Journal of Guidance & Counselling, 47(6), 712–726. https://doi.org/10.1080/03069885.2018.1458072
Fernet, C., Gagné, M., & Austin, S. (2010). When does quality of relationships with coworkers predict burnout over time? The moderating role of work motivation. Journal of Organizational Behavior, 31(8), 1163–1180. https://doi.org/10.1002/job.673
Filha, C. D. N. M. B. L., & Morais, A. N. (2018). Prevalência e fatores de risco do burnout nos docentes universitários. Revista Contemporânea de Educação, 13(27), 453. https://doi.org/10.20500/rce.v13i26.12277
Fischer, R., Mattos, P., Teixeira, C., Ganzerla, D. S., Rosa, R. G., & Bozza, F. A. (2020). Association of Burnout With Depression and Anxiety in Critical Care Clinicians in Brazil. JAMA Network Open, 3(12), e2030898–e2030898. https://doi.org/10.1001/jamanetworkopen.2020.30898
García, M. I. V. de V., & Gambarte, I. G. (2020). Associated factors with resilience and burnout: a cross-sectional study in a teaching group in Spain. Aula Abierta, 49(2), 177–184. https://doi.org/10.17811/rifie.49.2.2020.177-184
Ghasemzadeh, S., Nemati, M., & Fathi, J. (2019). Teacher self-efficacy and reflection as predictors of teacher burnout: an investigation of Iranian English language teachers. Issues in Language Teaching, 8(2), 25–50. https://doi.org/https://doi.org/10.22054/ilt.2020.49009.451
Gillani, A., Dierst-Davies, R., Lee, S., Robin, L., Li, J., Glover‐Kudon, R., Baker, K., & Whitton, A. (2022). Teachers’ Dissatisfaction During the COVID-19 Pandemic: Factors Contributing to a Desire to Leave the Profession. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.940718
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Jamaludin, I. I., & You, H. W. (2019). Burnout in relation to Gender, Teaching Experience, and Educational Level among Educators. Education Research International, 2019, 1–5. https://doi.org/10.1155/2019/7349135
Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89–100. https://doi.org/10.1016/j.burn.2016.09.001
Llorca-Pellicer, M., Soto-Rubio, A., & Gil-Monte, P. R. (2021). Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables. Frontiers in Psychology, 12, 644025. https://doi.org/10.3389/fpsyg.2021.644025
Maslach, C., & Jackson, S. E. (1979). Maslach Burnout Inventory. In PsycTESTS Dataset. American Psychological Association (APA). https://doi.org/10.1037/t55656-000
Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach burnout inventory. Scarecrow Education.
Matos, M. da M., Sharp, J. G., & Iaochite, R. T. (2022). Self-efficacy beliefs as a predictor of quality of life and burnout among university lecturers. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.887435
McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. G. (2016). Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands. Educational Psychology Review, 28(3), 577–603. https://doi.org/10.1007/s10648-015-9322-6
Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature. Educational Psychology Review, 29(4), 795–833. https://doi.org/10.1007/s10648-016-9378-y
Nassani, A. A., Almusad, R. M., AlMetrek, R. M., & Almania, L. M. (2021). The Impact of Job Stress and Self-Efficacy on Job Burnout Dimensions. European Journal of Business and Management. https://doi.org/10.7176/EJBM/13-6-23
National Association for the Education of Young Children. (2022). Principles of Child Development and Learning and Implications That Inform Practice. https://www.naeyc.org/resources/position-statements/dap/principles
Nayernia, A., & Babayan, Z. (2019). EFL teacher burnout and self-assessed language proficiency: exploring possible relationships. Language Testing in Asia, 9(1). https://doi.org/10.1186/s40468-019-0079-6
Ojewumi, A. K., Oyeleke, J. T., Agberotimi, F., & Adedayo, O. (2018). Obafemi Awolowo University Undergraduate Students: The Influence of Gender and Self-Efficacy on Entrepreneurial Intentions. Journal of Pan African Studies, 11(2), 168–186. https://jpanafrican.org/docs/vol11no2/11.2-13-Ojewumi.pdf
Okoro, A. U., Nwagbo, C. R., Ugwuanyi, C. S., & Ugwu, B. E. (2022). Evaluating The Impact Of Teachers’ Self-Efficacy On Students’ Academic Achievement In Biology In Enugu State, Nigeria. Webology, 19(3).
Olatunji, O. A., Idemudia, E. S., & Owoseni, O. O. (2021). Investigating the Role of Emotional Intelligence and Role Conflict on Job Burnout among Special Education Teachers. Journal of Intellectual Disability - Diagnosis and Treatment, 9(1), 128–136. https://doi.org/10.6000/2292-2598.2021.09.01.16
Ozoemena, E. L., Agbaje, O. S., Ogundu, L., Ononuju, A. H., Umoke, P. C. I., Iweama, C. N., Kato, G. U., Isabu, A. C., & Obute, A. J. (2021). Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study. BMC Public Health, 21(1), 2327. https://doi.org/10.1186/s12889-021-12397-x
Sak, R. (2018). Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism. Early Childhood Education Journal, 46(6), 643–653. https://doi.org/10.1007/s10643-018-0895-9
Schwarzer, R., & Hallum, S. (2008). Perceived Teacher Self‐Efficacy as a Predictor of Job Stress and Burnout: Mediation Analyses. Applied Psychology, 57(s1), 152–171. https://doi.org/10.1111/j.1464-0597.2008.00359.x
Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2015). Associations between job burnout and self-efficacy: a meta-analysis. Anxiety, Stress, & Coping, 29(4), 367–386. https://doi.org/10.1080/10615806.2015.1058369
Singh, P., Aulak, D. S., Mangat, S. S., & Aulak, M. S. (2015). Systematic review: factors contributing to burnout in dentistry. Occupational Medicine, 66(1), 27–31. https://doi.org/10.1093/occmed/kqv119
Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616. https://doi.org/10.1080/13540602.2021.1913404
Smetackova, I. (2017). Self-Efficacy and Burnout Syndrome Among Teachers. The European Journal of Social & Behavioural Sciences, 20(3), 228–241. https://doi.org/10.15405/ejsbs.219
Thomas, N. S., Mousavy, S., Mukundan, J., & Nimehchisalem, V. (2012). The Relationship between Burnout and Trait Emotional Intelligence among Secondary School Teachers in Malaysia. International Journal of Applied Linguistics & English Literature, 1(4), 15–23. https://doi.org/10.7575/ijalel.v.1n.4p.15
Tikkanen, L., Anttila, H., Pyhältö, K., Soini, T., & Pietarinen, J. (2022). The role of empathy between peers in upper secondary students’ study engagement and burnout. Frontiers in Psychology, 13, 978546. https://doi.org/10.3389/fpsyg.2022.978546
Turtulla, S. (2017). Examining Levels of Job Burnout Among Teachers Working in Kosova in Terms of Different Variables. European Journal of Multidisciplinary Studies, 2(6), 285–297. https://doi.org/10.26417/ejms.v6i1.p285-297
UNESCO. (2023). The turning point: Why we must transform education now. The UNESCO Courier. https://www.unesco.org/en/articles/turning-point-why-we-must-transform-education-now
Unsworth, K. L., & Mason, C. M. (2012). Help yourself: The mechanisms through which a self-leadership intervention influences strain. Journal of Occupational Health Psychology, 17(2), 235–245. https://doi.org/10.1037/a0026857
Weißenfels, M., Klopp, E., & Perels, F. (2021). Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and Variables Related to Change. Center for Open Science. https://doi.org/10.31234/osf.io/54wub
Williams, J. (2011). Teachers telling tales: the narrative mediation of professional identity. Research in Mathematics Education, 13(2), 131–142. https://doi.org/10.1080/14794802.2011.585825
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Paul Oluwatosin Ajao, Rotimi Oguntayo, Tunmise Seun Ajao, Margaret Abiola Adeyi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
