Exploring the Effect of Self-Efficacy on Burnout and Job Commitment of Elementary Teachers: A Basis for Wellness Program

Jenny Rose P Dalmacion; Edward Jimenez

doi:10.55927/fjmr.v5i4.56

Authors

Jenny Rose P Dalmacion La Consolacion University Philippines
Edward Jimenez La Consolacion University Philippines

DOI:

https://doi.org/10.55927/fjmr.v5i4.56

Keywords:

Self-Efficacy, Burnout, Demographic Profile, Job Commitment, Wellness Program

Abstract

This study aimed to determine the significant effect of teachers' self-efficacy on their burnout and job commitment. The key findings are as follows: among highly proficient teacher-respondents, the degree of self-efficacy was rated as "Quite a Bit" across four indicators: decision-making, school resources, instructional self-efficacy, and enlisting parental involvement while proficient teacher-respondents, ratings varied across the six indicators. Efficacy to influence, instructional self-efficacy, and efficacy to enlist community involvement were rated "Quite a Bit," while disciplinary self-efficacy, efficacy to enlist parental involvement, and efficacy to create a positive school climate were rated "Very Much." For level of burnout, highly proficient teachers were rated "High" in terms of career satisfaction. However, both groups generally reported a "Low" level of burnout concerning perceived administrative support and coping with job-related stress. Regarding attitudes toward learners, most teachers reported a "Moderately High" level of burnout. A significant difference in job commitment was found between highly proficient and proficient elementary teachers. However, no significant differences were observed between the two groups in terms of self-efficacy and burnout. Furthermore, job commitment was significantly affected by teachers' self-efficacy, whereas burnout was not. Based on these findings, a development wellness program is proposed for adoption by schools to support teacher well-being and professional growth.

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