Mediating Role of Self-Efficacy in the Relationship between Teachers' Attitude toward Change and Burnout

In this study, the mediating role of self-efficacy in the relationship between teachers' attitude towards change and their burnout is examined. Another purpose is to determine the variables that predict teachers' burnout. The participants are 274 teachers who worked in distant education during COVID-19 pandemic. Teachers' Self-Efficacy Scale, Maslach Burnout Inventory and Teachers' Attitude towards Change Scale were used to collect data. Independent sample t-test, one-way analysis of variance (ANOVA), Pearson Product-Moment Correlation analysis were used for data analysis. Additionally, PROCESS macro in SPSS 22.0 program was utilized for mediation analysis. The analysis shows that teachers' self-efficacy has a full mediating role in the relationship between their attitude towards change and emotional exhaustion and personal accomplishment dimensions of burnout. Regression analysis shows that gender and seniority variables are significant predictors of personal accomplishment. Besides, there is a negative correlation between emotional exhaustion and depersonalization, and a positive relationship between personal accomplishment and self-efficacy. Also there is a positive correlation between teachers' self-efficacy and their attitude towards change. Research findings emphasize that teachers' self-efficacy is a critical strength against burnout and point out that practices aimed at improving self-efficacy will provide beneficial outcomes.