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k of burnout in teachers, as well as probable variances in these categories based on gender and teaching experience. Gender found no systematic correlations, whereas teaching experience had a curvilinear association with GPK, a negative linear relationship with self-efficacy, and no significant relationship with burnout, according to path analysis. GPK was found to be a negative predictor of teacher burnout both directly and indirectly through its positive relationship with teaching self-efficacy, according to mediation studies. In these analyses, only teaching specific self-efficacy, not general self-efficacy, served as a mediator; consequently, the discovered predictive effects are specific to instructors’ professional competence. (Lauermann et al., 2016).
The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The current study, which took place between April and December 2020, is the second phase of a bigger study that took place between November 2018 and October 2019, and was reproduced during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale was added in the second phase. Personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic, as confirmed by the data; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic (Pellerone et al., 2021).
The goal of this study is to identify burnout levels in a sample of high school teachers that worked during the COVID-19 pandemic, with the goal of evaluating the relationship between burnout levels, trait emotional intelligence, and socioemotional competences (Autonomy, Regulation, Prosocial Behaviour and Empathy). A total of 430 high school teachers from various regions of Spain were included i
