Burnout, engagement and self-efficacy among teachers in Ireland

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Walker, Sarah
Issue Date
BA in Psychology
Dublin Business School
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The aim of this study was to examine the relationship between three well-being constructs, burnout, engagement and self-efficacy among teachers in Ireland. It was proposed that relationships would exist between the two main dimensions of engagement and burnout, vigor and exhaustion and dedication and depersonalisation, respectively. It was also hypoFinal Year Projected that a positive relationship would exist between engagement and self-efficacy. The design of this investigation was quantitative. 76 primary and secondary school teachers were randomly selected through teacher workshops, conferences and individual schools to participate in this study and complete a self-administered questionnaire. The findings indicated a relationship between vigor and exhaustion and dedication and depersonalisation. The study also gave an insight into the psychological well-being of teachers within the Irish context revealing high to moderate levels of burnout, high to average levels of engagement and high levels of self-efficacy. However, it would be worthwhile focussing on specific antecedents and consequences of burnout and engagement, such as turnover and absenteeism in future research.