Examining Teacher Efficacy and Sense of Responsibility in Relation to Burnout in Alternatively Certified Teachers

Abstract

Scope and Method of Study: The purpose of this study was to explore potential differences in teacher sense of efficacy (TSE), teacher sense of responsibility (TSR) and burnout between alternatively and traditionally certified teachers. A second aim of the study was to determine if TSE and TSR predicted burnout for alternatively certified teachers when holding constant variables known to impact burnout (i.e. gender, years of teaching experience, education level, and perceived support). Hierarchical regression analyses were run to in order to determine if certification type contributed to the explained variance for TSE, TSR and burnout. Additional analyses were conducted to determine if TSE and TSR significantly predicted burnout. A final set of analyses were run to determine predictive weight for the three factors of TSE and the four factors of TSR on burnout.

Findings and Conclusions: Regression analyses revealed no significant changes in explained variance for TSE, TSR or burnout when certification type was added to the model. Analyses also revealed that TSE was a significant predictor of burnout for alternatively certified teachers. TSE for student engagement significantly negatively predicted burnout. TSR was also a significant negative predictor of burnout, though the explained variance was low. TSR for student motivation significantly negatively predicted burnout. Additionally, perceived support was a significant negative predictor of burnout. By examining the relationship of certification on TSE, TSR and burnout, and of TSE and TSR on burnout, this study contributes insights for ways in which teacher beliefs may protect against burnout, especially for alternatively certified teachers.