Abstract
Since the burnout syndrome is highly prevalent in the teaching profession, there is a great need to identify protective factors from chronic stress and long-term professional dissatisfaction among teachers. One of these could be self-efficacy.
This study examines the connection between burnout syndrome and self-efficacy among the teachers at Czech grammar schools. The sample consists of 2394 teachers at Czech grammar schools.
The survey instrument were two questionnaires which included: 1) Shirom-Melamed Burnout Scale and 2) Czech Teachers Self-efficacy Scale which was developed within the study. Both instruments showed good reliability (over .90) and other acceptable psychometrics.
The finding s revealed that the correlation between burnout and self-efficacy was significant and different rates of burnout among teachers with high self-efficacy and low self-efficacy. In conclusion, the study detected a negative correlation between self-efficacy an d burnout syndrome.
A strong correlation was found between emotional burnout and self-efficacy. The correlations between burnout subscales and self-efficacy subscales were also considered.
The differences based on gender, teaching experience and educational level were also considered with regard to burnout and self-efficacy.