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Linking Personality Traits, Self-Efficacy and Burnout of Teachers in Public Schools: Does School Climate Play a Moderating Role?

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Abstract

This study examines the relationship between personality traits and burnout through self-efficacy among public school teachers, while assessing the moderating role of school climate between self-efficacy and burnout. The 375 responses were collected from teachers belonging to three districts for this quantitative-based study, and the deductive approach is used to address the proposed hypotheses. The findings revealed a significant impact for personality traits on burnout through self-efficacy. This research study is useful for educators, researchers, and practitioners by providing directions to diagnose and prevent factors that influence burnout, and to diminish these feelings when they do occur among them.

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Authors and Affiliations

  1. Department of Management Sciences, COMSATS University, Islamabad, Pakistan

    Sadia Shakeel, Muhammad Majid Khan & Rao Aamir Ali Khan

  2. Huizenga College of Business and Entrepreneurship, Nova Southeastern University, Fort Lauderdale, FL, USA

    Bahaudin G. Mujtaba

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  1. Sadia Shakeel
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  2. Muhammad Majid Khan
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  3. Rao Aamir Ali Khan
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  4. Bahaudin G. Mujtaba
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Correspondence to Bahaudin G. Mujtaba.

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Shakeel, S., Khan, M.M., Khan, R.A.A. et al. Linking Personality Traits, Self-Efficacy and Burnout of Teachers in Public Schools: Does School Climate Play a Moderating Role?. Public Organiz Rev 22, 19–39 (2022). https://doi.org/10.1007/s11115-021-00514-8

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