Journal of Religion and Health (2020) 59:154–162

https://doi.org/10.1007/s10943-018-0703-2
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ORIGINAL PAPER

Exploring the Influence of Self-Efficacy, School Context

and Self-Esteem on Job Burnout of Iranian Muslim Teachers:
A Path Model Approach

Ali Asghar Bayani1 • Hossine Baghery1

Published online: 27 September 2018
Ó Springer Science+Business Media, LLC, part of Springer Nature 2018

Abstract
This study tested the influence of self-efficacy, school context and self-esteem on job
burnout of Iranian Muslim teachers. Job burnout was taken to be composed of three
components: emotional exhaustion, depersonalization and personal accomplishment. A
sample of 212 secondary school teachers completed a packet of scales that measure self-
efficacy, school context, self-esteem and job burnout. The relationships between the
variables were examined via path analysis. Path analysis showed self-efficacy to have a
significant direct negative effect on depersonalization (b = - 0.25, p \ 0.01) and reduced
personal accomplishment (b = - 0.31, p \ 0.01). School context had a significant direct
effect on emotional exhaustion (b = - 0.36, p \ 0.01), depersonalization (b = - 0.23,
p \ 0.01) and reduced personal accomplishment (b = - 0.17, p \ 0.01). Self-esteem had
a significant direct effect on emotional exhaustion (b = - 0.36, p \ 0.01), depersonal-
ization (b = - 0.15, p \ 0.01) and reduced personal accomplishment (b = - 0.26,
p \ 0.01). The proposed model explained 47% of total variance of ‘‘emotional exhaus-
tion,’’ 28% of ‘‘depersonalization’’ and 54% of ‘‘reduced personal accomplishment.’’

Keywords Job burnout
Self-efficacy
School context
Self-esteem
Muslim teachers

Introduction

Occupational ‘‘burnout’’ or career burnout is a prevalent health issue in today’s world

(Maslach and Leiter 2016; Lheureux et al. 2016). The term of ‘‘burnout’’ was first
developed in the 1970s by Freudenberger for use with individuals engaging in the service
work and health care, such as social work, teaching, nursing and counseling (Adriaenssens
et al. 2015). Burnout is usually defined as ‘‘a syndrome of emotional exhaustion, deper-
sonalization, and reduced personal accomplishment’’ (Maslach and Jackson 1981).
According to Maslach et al. (2001), burnout is composed of three components: (1)
emotional exhaustion that refers to the reduction in physical strength. In this state, workers

& Ali Asghar Bayani

aabayani@yahoo.com
1
Department of Education and Psychology, Azadshahr Branch, Islamic Azad University, Azadshahr,
Golestan Province, Islamic Republic of Iran

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feel incapable of finding themselves at a psychological well-being level; (2) depersonal-

ization (often also called cynicism or disengagement) is identified by negative attitude,
such as becoming cynical and also irritability toward work and other people; and (3)
diminished personal accomplishment which is identified with the person’s feeling of
inability in carrying out useful job-related activities.
Several studies have shown that ‘‘burnout’’ is usually correlated with musculoskeletal
disorders (Aghilinejad et al. 2014), depression (Toker and Biron 2012), alcohol problems
(Pedersen et al. 2016), cardiovascular diseases (Melamed et al. 2006), anxiety (Lindblom
et al. 2006), stress (Waldman et al. 2009), physical illness (Honkonen et al. 2006) and
positive psychology components such as emotional intelligence (Weng et al. 2011), self-
esteem (Sheini-Jaberi et al. 2014), satisfaction with life (Demerouti et al. 2000), psycho-
logical well-being (Chung and Harding 2009), optimism (Gustafsson and Skoog 2012),
hope (Gustafsson et al. 2010) and self-efficacy (Friedman 2003). It is generally accepted
that job productivity and performance are impacted by job burnout (Taris 2006).
Job burnout, as a multidimensional phenomenon, is affected by individual, environment
(organizational) and work-related factors (Portoghese et al. 2014). Individual variables
include gender (Purvanova and Muros 2010), age (Brewer and Shapard 2004) and marital
status (Martini et al. 2004). Environmental factors include organizational climate (Green
et al. 2014), salary (Ebrahimi and Firoozi 2015), organizational justice (Moliner et al.
2005) and religious beliefs (Kovács and Kézdy 2008). Work-related variables involve
factors such as work engagement (Hakanen et al. 2006) and job satisfaction (Piko 2006).
Findings of these studies show that all of the three independent variables: individual,
environment and work-related factors, are related to the concept of job ‘‘burnout.’’
In the past decades, teaching has been considered one of the most stressful professions
(Honkonen et al. 2006). In comparison with other careers, teachers experience high degree
of burnout (Bauer et al. 2006) that can lead to profession dissatisfaction, work absenteeism,
depression, poor health including sleep disorders, eating problems, alcoholism and
myocardial infarction (Bauer et al. 2006). There is a growing interest among scholars to
study the causes of teacher burnout (Oberle and Schonert-Reichl 2016; Ho 2016). Mental
health of teachers is of crucial importance, which can affect both processes of education
and student’s psychological well-being (Zhang et al. 2014). Researchers have demon-
strated that job burnout in teachers endangers their physical and mental health (Bayani and
Samiei 2015; Zarafshan et al. 2013).
Many factors of teacher job burnout have been studied, such as gender (Bayani et al.
2013) age (Hastings and Bham 2003), self-efficacy (Skaalvik and Skaalvik 2010), emo-
tional intelligence (Platsidou 2010), school climate (Grayson and Alvarez 2008) and self-
esteem (Tunde 2013). Although past researches studying job burnout have found corre-
lations between self-esteem, self-efficacy and school context with that of teacher burnout,
less attention has been paid to the mechanisms or processes constructing it, so we
hypothesized that concepts of self-esteem, self-efficacy and school context have moderate
association with job burnout in teacher.
In the past decades, the concept of ‘‘self-esteem’’ has become the topic of many articles
in health journals (Cajanding 2016; Mereish et al. 2016). It is a multidimensional concept
which is defined as the one’s general evolution of one’s worth as an individual (Weiten
et al. 2014). Low self-esteem plays a critical role in the increase in mental disorders,
including depression (Krug et al. 2016), anxiety (Sowislo and Orth 2013), stress (Moksnes
et al. 2016; Blom 2012), loneliness (Zeng et al. 2016) and psychosomatic symptomatology
(Piko et al. 2016).

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Self-efficacy is one of the basic concepts in Bandera’s social-cognitive theory. It is

defined as ‘‘the conviction that one can successfully execute the behavior required to
produce the outcomes’’ (Bandura et al. 1977). Teacher self-efficacy is a concept that was
emerged within the framework of Bandera’s social-cognitive theory. It refers ‘‘to teacher’s
beliefs about their ability to influence student outcomes’’ (Wheatley 2002). Previous
studies have demonstrated that the teacher’s self-efficacy is negatively related to job
burnout (Skaalvik and Skaalvik 2010; Schwarzer and Hallum 2008; Brouwers and Tomic
2000).
Contextual and environmental factors are critical in declaring and developing mental
and physical health of teacher. Past studies have demonstrated the teacher’s perception of
school context is related to job burnout (Grayson and Alvarez 2008; Pas et al. 2012; Fernet
et al. 2012; Yao et al. 2015).
Previous investigations have seldom addressed and examined the role of individual and
contextual factors as determinates of job burnout among Iranian Muslim teachers. Based
on our analysis, we proposed a theoretical model (Fig. 1), which suggests that personality
and contextual variables would be related to job burnout in teacher. Self-efficacy, school
context and self-esteem were predictive of teacher burnout. Furthermore, the present study
aimed to examine the mediating role of self-esteem on the association between self-
efficacy and school context with teacher burnout.

Methods

Participants included 212 teachers from secondary school in Shahrood, a city situated in
Seman province. They were selected by cluster sampling method. This sample composed
of 112 (52.8%) men and 100 (47.2%) women. Following instruments were applied in this
study:

e2

Exhaustion
Self-efficacy

e1 e3

Self-esteem Depersonalization

e4

School context
Personal

Fig. 1 The hypothesized model concerning the relationship between self-efficacy, school context, self-
esteem and job burnout: exhaustion emotional exhaustion, personal personal accomplishment

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Journal of Religion and Health (2020) 59:154–162 157

The Maslach Burnout Inventory—Educator’s Survey: To assess job burnout, we utilized

Persian version of Maslach Burnout Inventory (Akbari et al. 2011). This measure included
three subscales: emotional exhaustion, depersonalization and personal accomplishment.
Evidence for the validity and the reliability of Persian version of The Maslach Burnout
Inventory has been shown for Iranian samples (Pishghadam and Sahebjam 2012).
The Persian Version of Rosenberg Self-Esteem Scale: It is a self-report instrument for
assessing global self-esteem. The validity and the reliability of Rosenberg self-esteem scale
are confirmed by the findings in Iranian samples (Mohammadi 2005).
The teacher self-efficacy scale: A Persian version of teacher self-efficacy scale was used
to assess the participant’s level of self-efficacy. This instrument has shown appropriate
psychometric properties (Skaalvik and Skaalvik 2007).
The teacher’s perception school context scale: To measure school context, the Persian
version of teacher’s perception school context scale was used. This instrument consists of
15 items on a 5-point Likert-type continuum with a numerical value of 1–5 (Skaalvik and
Skaalvik 2010). Each respondent is presented with a series of statements requiring a value
judgment which correspond to a numerical value from 1 to 5. The teacher’s perception of
school context scale has been found to have presented acceptable validity and reliability
(Skaalvik and Skaalvik 2010).
Data analysis has been carried out by the programs of SPSS (version 21) and AMOS
(version 19). At first, normality of the data was tested. Skewness ranged between - 0.22
and 0.42, and kurtosis between - 0.48 and 0.56. Secondly, the linearity of relationships
between variables was computed. Lastly, path analysis was carried out utilizing goodness-
of-fit index (GFI), comparative fit index (CFI) and root mean square error of approximation
(RMSEA).

Results

Means, standard deviations and correlations of variables are reported in Table 1. Before
the test of path analysis model, the degree of association between self-efficacy, school
context, self-esteem and dimensions of burnout was calculated. The findings illustrated
statistically significant associations between all the variables in the model. The greatest
coefficient of correlation is that found between diminished personal accomplishment and

Table 1 Means, standard deviations, and intercorrelations of observed variables

Variable 1 2 3 4 5 6

1. Exhaustion
2. Depersonalization 0.41**
3. Accomplishment 0.41** 0.51**
4. Self-esteem - 0.60** - 0.40** - 0.59**
5. Self-efficacy - 0.43** - 0.45** - 0.62** 0.55**
6. School context - 0.59** - 0.44** - 0.55** 0.52** 0.53**
M 10.03 2.98 13.23 21.63 100.52 51.66
SD 8.33 3.21 6.69 4.58 18.29 9.85
Exhaustion emotional exhaustion, accomplishment personal accomplishment
**p \ 0.01

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self-efficacy (r = - 0.62, p \ 0.01), and the lowest coefficient corresponds to the rela-
tionship between self-esteem and depersonalization (r = - 0.40, p \ 0.01).
Based on the model suggested in the introduction, the path analysis technique was
applied. In this model, dimensions of burnout were treated as an exogenous variable, while
self-esteem, self-efficacy and school context were all treated as endogenous. The estima-
tion of the model was evaluated by a maximum-likelihood method.
According to results (Fig. 2), ‘‘self-efficacy’’ had a significant direct effect on ‘‘de-
personalization’’ (b = - 0.25, p \ 0.01) and ‘‘reduced personal accomplishment’’
(b = - 0.31, p \ 0.01). ‘‘School context’’ had a significant direct effect on ‘‘emotional
exhaustion’’ (b = - 0.36, p \ 0.01), ‘‘depersonalization’’ (b = - 0.23, p \ 0.01) and
‘‘reduced personal accomplishment’’ (b = - 0.17). ‘‘Self-esteem’’ had a significant direct
effect on ‘‘emotional exhaustion’’ (b = - 0.36, p \ 0.01), ‘‘depersonalization’’
(b = - 0.15, p \ 0.01) and ‘‘reduced personal accomplishment’’ (b = - 0.26, p \ 0.01).
In relation to the standardized indirect effect, ‘‘self-efficacy’’ ? self-es-
teem ? ‘‘emotional exhaustion’’ (b = - 0.16, p \ 0.01) and ‘‘reduced personal accom-
plishment’’ (b = - 0.15, p \ 0.01) appeared to be statistically significant. Also, ‘‘school
context’’ had a significant indirect effect on ‘‘emotional exhaustion’’ (b = - 0.12,
p \ 0.01) via ‘‘self-esteem.’’ The model explained 47% of total variance of ‘‘emotional
exhaustion,’’ 28% of ‘‘depersonalization’’ and 54% of ‘‘reduced personal
accomplishment.’’

Discussion and Conclusion

Job burnout is one of the most prominent subjects of inquiry in occupational health. The
review of the literature regarding job burnout suggested that the ascent of this syndrome
has been related to individual and situational factors (Mojsa-Kaja et al. 2015; Cano-Garcı́a
et al. 2005; Vercambre et al. 2009). Based on the review of the available literature, a casual

e2
.47
Exhaustion
Self- efficacy
−.36 .11
−.36
−.25 e3
.37 e1

−.36 .28
Self-esteem −.15 Depersonalization

.33
.19
− .23 − .26 e4
− .31
.54
School context −.17 Personal

Fig. 2 Path analysis for the relationship between self-efficacy, school context, self-esteem and job burnout:
exhaustion emotional exhaustion, personal personal accomplishment

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relationship between self-efficacy, school context and self-esteem with that of job burnout
among Iranian Muslim teachers has not been studied as of yet. In comparison with other
jobs, educators have high levels of job burnout (Piko 2006; Bauer et al. 2006). Teacher’s
job burnout affects his or her mental health. The predictors of job burnout in teacher are
both contextual and individual factors.
This study examined a model of associations between self-efficacy, school context, self-
esteem and job burnout among Iranian teachers. We found that self-efficacy is both directly
and indirectly (via self-esteem) related negatively with emotional exhaustion, deperson-
alization and reduced personal accomplishment in Iranian samples. These findings were
consistent with the study by Skaalvik and Skaalvik (2010), Schwarzer and Hallum (2008)
and Friedman (2003) in other cultures. The present study confirms findings from other
studies concerning the association between self-esteem and dimensions of job burnout in
teacher samples (Tunde 2013). Results showed that self-esteem was negatively correlated
with emotional exhaustion, depersonalization and reduced personal accomplishment.
Path analysis displayed that school context directly influences job burnout in teacher. It
was significantly related to three dimensions of burnout. This finding was consistent with
the study by Grayson and Alvarez (2008). We tested moderating roles of self-esteem on the
relationship between self-efficacy and school context with dimensions of job burnout in
Iranian Muslim teachers. Consequently, the study indicated that self-esteem contributes
directly to the clarification of variance in teacher burnout, while self-efficacy and school
context directly explain the variance of dimensions of burnout and indirectly by rising self-
esteem.
The most important finding of this research is that self-esteem operated as a mediator of
the association between self-efficacy and school context and teacher burnout. Our research
suggested the importance of the interaction between contextual and individual factors in
predicting job burnout in teachers. These findings can contribute to the expansion of
conceptual model of job burnout in teacher.
Several limitations of concern in this study are as follows: (1) the current study had a
cross-sectional design; therefore, causal relations among variables cannot be formed. This
mediation model could be a basis for future experimental research; (2) the sample was
selected from only one city, and more study should be administrated in other regions; and
(3) data were collected through self-reported measures which could make subject’s
response to some extend bias or at the very best the likelihood of such happening is not
reduced to zero.

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