Program
Education K-12 M.A.
Year Approved
2021
First Advisor
Elliott, Nathan
Abstract
This literature review focuses on the structural relationships between burnout in the education field and teacher self-efficacy. Teacher burnout is a substantial issue in education today and continues to increase as time continues. A teacher’s attitude and disposition towards their job directly affects student motivation and engagement. The primary purpose of this literature is to gain a better understanding of factors leading to burnout among K-12 teachers and to be able to offer suggestions for ways to reduce and prevent burnout. Relevant empirical studies of burnout and self-efficacy in education will be scrutinized and summarized through research investigation. In addition, teacher self-efficacy will be suggested as a solution to mitigate burnout. Evidence recommends that through the intentional process of improving self-efficacy in our teachers, we can decrease burnout and produce record-high levels of student motivation and engagement in the future.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Stotz, A. K. (2021). Structural Relationships Among Teacher Self-Efficacy and Burnout [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/612