Relationships Between Occupational Burnout, Occupational Stress, and Self-Efficacy Among Teachers

The aim of this study is to examine the relationships between occupational burnout, occupational stress, and self-efficacy among teachers. Accordingly, data were collected from a total of 773 teachers (485 female, 288 male) working in Arnavutköy district during the 2024-2025 academic year. Participants were selected using a random sampling method. This sampling method involves the researcher selecting a portion of the population based on a predetermined sample size. The data were analyzed using the SPSS statistical program. The results revealed a significant negative relationship between self-efficacy and occupational stress (r = -0.326, p < .001), self-efficacy and chronic fatigue (r = -0.398, p < .001), and self-efficacy and acute fatigue (r = -0.327, p < .001), while a significant positive relationship was found between self-efficacy and recovery (r = 0.399, p < .001). A positive relationship was observed between occupational stress and chronic fatigue (r = 0.697, p < .001) and between occupational stress and acute fatigue (r = 0.564, p < .001), whereas a negative relationship was found between occupational stress and recovery (r = -0.517, p < .001). Additionally, a positive relationship was found between chronic fatigue and acute fatigue (r = 0.670, p < .001), while chronic fatigue and recovery were negatively correlated (r = -0.629, p < .001). A negative correlation was also monitored between acute fatigue and recovery (r = -0.621, p < .001). Furthermore, significant differences were observed in the variables based on gender, type of institution, satisfaction with the city of residence, and job selection satisfaction.