ASSOCIATION BETWEEN SELF-EFFICACY AND BURNOUT LEVELS IN PHYSICAL EDUCATION TEACHERS

This study aimed to verify the association between self-efficacy and Burnout levels of Physical Education teachers working in Basic Education. Sixty-three Physical Education teachers from public and private schools in the municipality of Belem (PA) and metropolitan region participated. It consists of a field survey (quantitative approach) with a described and inferential character. As data collection instruments used to characterize the participants a sociodemographic and work Questionnaire; to measure Burnout levels the Maslach Burnout Inventory (MBI) and Physical Education Teacher Self-efficacy Scale, to measure teachers' self-efficacy levels. Data were analyzed using SPSS version 24.0. To make the association between the Burnout variables and self-efficacy, two inferential statistical techniques were applied: the Factor Analysis (FA) and the Correspondence Analysis (CA). From FA, teachers were classified into three groups, with high, medium and low selfefficacy. The three factors explained, in this study, 73.75% of the total variance of the subjects' responses to the Self-efficacy Scale. The CA showed that Physical Education teachers with high emotional exhaustion, high depersonalization and low personal fulfillment, manifested low selfefficacy while teachers with high self-efficacy are related to average depersonalization, medium and high personal fulfillment and average emotional exhaustion.