Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 3 Part 2 (2024)

Teacher Self-Efficacy, Work Stressors, and Occupational Burnout in China Universities

Cao Meng

Discipline: Education

 

Abstract:

This study aimed to assess teacher self-efficacy, work stressors, and occupational burnout among China university teachers to propose a faculty development program focused on enhancing self-efficacy, reducing work stress, and mitigating burnout. Specifically, the study explored teacher self-efficacy in terms of level, strength, and breadth; examined work stressors across social, organizational, work, and personal factors; and assessed occupational burnout through physiological, emotional, and behavioral signals. The differences in responses based on sex, educational attainment, and length of service were also analyzed, alongside the relationships between self-efficacy, work stressors, and burnout. A descriptive research design was employed, utilizing a survey approach to collect data from 485 teachers selected through simple random sampling from three universities in Nanjing, China. The data collection involved questionnaires adapted from established scales, focusing on teacher self-efficacy, work stressors, and occupational burnout. Reliability testing showed excellent content validity. The findings revealed that most respondents were early-career, female teachers, consistent with national trends. Teachers generally reported moderate to high self-efficacy, though some areas, such as addressing challenging teaching tasks, required further support. Work stress was not overwhelming, but organizational factors like unclear career progression and administrative burdens were significant stressors. Teachers experienced moderate levels of burnout, predominantly physiological symptoms such as fatigue and headaches. Significant differences were observed based on demographic factors, with female teachers and those with doctoral degrees reporting higher self-efficacy and work stress, while early-career teachers experienced higher levels of burnout. Teacher self-efficacy was found to positively correlate with work stress and negatively correlate with burnout, underscoring its protective effect. Based on these findings, a faculty development program has been proposed to enhance self-efficacy, reduce stress, and prevent burnout, incorporating self-efficacy training, stress management workshops, and wellness initiatives.



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