Show simple item record

dc.contributor.authorAbu-Hilal, Maher M.
dc.contributor.authorAldhafri, Said
dc.contributor.authorKilani, Hashem
dc.contributor.authorKazem, Ali
dc.contributor.authorQaryouti, Ibrahim
dc.contributor.authorAlkharusi, Hussein
dc.date.accessioned2020-10-14T08:46:17Z
dc.date.available2020-10-14T08:46:17Z
dc.date.issued2020
dc.identifier.issn1696-2095
dc.identifier.urihttp://hdl.handle.net/10835/8613
dc.description.abstractIntroduction. The purpose of this study was to examine if the perception of teaching value and a teacher's self-efficacy (SE) are related to burnout. Previous research has shown a strong relation between teachers SE and burnout. Rarely, however, job value has been included in any of the previous studies. Method. A stratified random sample (N =2446) of Omani teachers was drawn. Three measures: Job value, Maslach burnout inventory (MBI) and the teachers' sense of efficacy scale (TSES) were used. Confirmatory factor analysis was performed to test the proposed factor structure of the measures as well as the proposed structural model. Results. The invariance tests proved that the structure of constructs and the relations between constructs were invariant across gender. Job value significantly related to both SE and burnout dimensions. Consistent with predictions, SE of student engagement related to all three burnout dimensions; whereas the other two dimensions of SE didn’t relate to burnout dimensions in the expected direction. Job value and SE explained significant variances in each of the burnout dimensions. Discussion and Conclusion. The results of this study highlight the importance of job value and SE of engaging students as cognitive self-regulatory mechanisms used in the stressful situations like teaching and to help control stress and burnout. Ministry of education, media and socity at large should be aware of the social status of teaching and teachers and provide more respect to the teachers and their job. Such respect would improve the morale of teachers and help them become more efficacious and less exhausted.es_ES
dc.language.isoenes_ES
dc.publisherUniversidad de Almeríaes_ES
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectJob valuees_ES
dc.subjectteaching self-efficacyes_ES
dc.subjectburnoutes_ES
dc.subjectOmanes_ES
dc.subjectValor del trabajoes_ES
dc.subjectenseñanza de la autoeficaciaes_ES
dc.subjectagotamientoes_ES
dc.subjectOmánes_ES
dc.titleDoes job value boost self-efficacy and protect against burnout among teachers in Oman?es_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://ojs.ual.es/ojs/index.php/EJREP/article/view/2409es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doihttp://dx.doi.org/10.25115/ejrep.v18i50.2409


Files in this item

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional