UNIVERSITY OF CAPE COAST

Topic

Pre-service Management Teachers' Efficacy, Resilience and Burnout: Examine the relationship

BY

Mr. Emmanuel Amoah Ansong

Mr.Akpalu Samuel

Mr. Amed Shamsudin

Ms. Ayisha Bayor

DECLARATION

Candidate’s Declaration

We hereby declare that this thesis is the result of our original research and

that no part of it has been presented for another degree in this university or

elsewhere.

Candidate„s Signature: ………………………… Date: ……………………

Name: Mr. Emmanuel Amoah Ansong

Candidate„s Signature: ………………………… Date: ……………………

Name: Mr.Akpalu Samuel

Candidate„s Signature: ………………………… Date: ……………………

Name: Mr. Amed Shamsudin

Candidate„s Signature: ………………………… Date: ……………………

Name: Ms. Ayisha Bayor

Supervisor’s Declaration

We hereby declare that the preparation and presentation of the thesis were

supervised by the guidelines on supervision laid down by the

The University of Cape Coast.

Principal Supervisor„s Signature: ……………………… Date: ………………

Name: Dr. Leticia Bosu

Co-supervisor„s Signature: ……………………..………Date:……………….

Name:

Abstract:

This study aims to investigate the levels of efficacy, resilience, and burnout among pre-service
management teachers and explore the potential factors that influence these variables. The well-
being and job satisfaction of pre-service management teachers are vital for their future success as
educators in the field of management. However, limited research exists on the specific dynamics
of efficacy, resilience, and burnout within this population.

Using a quantitative research design, data will be collected through surveys administered to pre-
service management teachers. The surveys will measure their self-perceived efficacy, ability to
cope with stress and adversity (resilience), and levels of emotional exhaustion (burnout).
Additionally, demographic information such as educational background and prior teaching
experience will be collected to examine their potential influence on these variables.

The findings of this study will contribute to the existing literature by shedding light on the levels
of efficacy, resilience, and burnout among pre-service management teachers. Moreover, the
study will explore the relationships among these variables and potential influencing factors to
inform strategies that enhance pre-service management teachers' overall well-being and job
satisfaction. By identifying the factors that contribute to higher levels of efficacy and resilience,
teacher training programs can develop targeted interventions and support systems that will help
pre-service management teachers effectively navigate the complexities of the profession.

The results of this research will provide valuable insights into the specific areas where support
and intervention may be needed to improve pre-service management teachers' overall well-being
and job satisfaction. By understanding the dynamics of efficacy, resilience, and burnout among
pre-service management teachers, educational institutions can design appropriate training
programs that equip future educators with the necessary coping mechanisms and resilience to
mitigate burnout and promote their effectiveness in the management education field.

Overall, this research will address the gap in the literature by investigating the relationships
between pre-service management teachers' efficacy, resilience, and burnout. It will contribute to
the body of knowledge in educational psychology and teacher training by providing insights and
recommendations for enhancing pre-service management teachers' well-being, professional
development, and overall effectiveness in the field of management education.

ACKNOWLEDGEMENTS

Our utmost appreciation is to our, Dr. Leticia Bosu

The Department of Business and social sciences education, the University of Cape Coast, and
Dr. Edmund Agormedah of the same department, who painstakingly guided and directed us
during the writing of this dissertation.
We also feel highly indebted to our parents and siblings for their selfless sacrifices which made
our education a reality.

Finally, to all our friends whose support and words of encouragement have played a great role in
the completion of this work, we say a big thank you.

Dedication

Table of Contents
 CHAPTER ONE

INTRODUCTION

Over the past decades pre service teacher’s self-efficacy, resilience and burnout have become an

issue for deliberations. Within this so-called post method era, teacher educators have been

concerned with providing pre service and in service teachers with a repertoire of workable

techniques and strategies to assist them in developing their “personal practice knowledge” which

is required to overcome the challenges in the classroom (Clandinin, 1985, p.362). Teachers’

professional competency contribute a lot to their effectiveness, the role of psychological well-

being in terms of teacher effectiveness is undeniable. Burnout syndrome, which is characterized

by the exhaustion of employee’s emotional resources, negative attitudes towards service

recipients and decrease in the feeling of personal accomplishment, particularly influence those

employees who must have frequent face to face contact with service recipients because inherent

characteristics of their jo sector (Maslach & Jackson, 1981). Governments across the world are

interested in how to achieve academic success in their various countries. Nevertheless, achieving

those academic successes have become very difficult not because teachers are not giving the

necessary resource but rather the stress, anxiety and the depression they face in performing their

duties. In spite of all these stresses, they are expected to be caring and an example to the

students. Teacher resilience is expecting teachers to respond positively to challenging

circumstances they may meet over the course of their career. Resilience is of importance in

teaching in two reasons. Firstly, it is unrealistic to expect pupils to be resilient if their teachers,

who constitute a primary source of their role models, do not demonstrate resilience qualities

(Henderson & Milstein, 2003). Furthermore, teaching is a demanding job in an emerging “age of
diversity and sustainability” (Hargreaves & Finks, 2006, p.16). This study therefore pays

attention to Pre-Service management teachers’ efficacy, burnout and resilience.

Background to the study

Ensuring that we have prepared and qualified teachers is crucial, for teacher education in Ghana.

The process begins by providing training to teachers in colleges of education and universities.

During this training, they acquire both knowledge and practical experience to equip them for the

classroom. Once their initial training is, completed teachers can participate in development

programs to enhance their skills and stay update with educational practices. The national

teaching council takes on the responsibility of regulating and licensing teachers in Ghana

ensuring that they meet the standards and requirements. Teachers’ education plays a role, in

improving the quality of education provided to students. Benneh (as cited in Asare & Nti, 2014,

p.1) indicated that “the mission of Ghana teacher education is to provide a comprehensive

teacher education programme through pre and in service training that would provide competent,

committed, and dedicated teachers to improve the quality of teaching and learning”. It is

concerned with who (teacher educator), whom (preservice teacher), what (content) and how

(teaching strategy); and covers subject content, pedagogy, education and professional studies and

teaching practicum (Lewin & Stuart, 2014).

Preparation of teachers at university of cape coast, pre service teachers go through intense

training for 4 year, which is equivalent to 8 semesters. Pre service management teachers at

university of cape coast are to read approximately seven course per semester, which is to

enhance their knowledge about the course. It includes courses like introduction to management,

principles of accounting, economics, organizational behavior etc. The American Commission of

Teacher Education rightly observes, “The quality of a nation depends upon the quality of its
citizens. The quality of its citizens depends not exclusively, but in critical measure upon the

quality of their education, the quality of their education depends more than upon any single

factor, upon the quality of their teacher.” In other for students to get the content, pre service

teachers need to be provided with the pedagogical knowledge of the course. Pedagogical

knowledge refers to the understanding and application of effective teaching strategies, tactics,

and techniques within a specific subject or discipline. According to Shulman (1986), pedagogical

knowledge involves a deep comprehension of how to convey information, facilitate learning, and

engage students in a way that support their cognitive development and academic achievement.

Teachers with strong pedagogical knowledge possess a broad repertoire of instructional methods,

assessment techniques, and classroom management skills, enabling them to create a conducive

learning environment and effectively meet the diverse needs of their students (Davis, 2006).

Pedagogical courses include curriculum studies in management, assessment in education and

method of education. Pre service teachers are trained to understand their students’ issues when it

comes to education. In dealing with those issues, preservice teachers will have to explore

education and profession studies course such as special education, educational psychology and

guidance and counselling. All these courses designed by university of cape coast is to help

preservice management teachers to teach effectively for students to understand.

Teaching practicum is very important when it comes to developing preservice teachers, it is the

climax to teacher education at the university level. At university of cape coast, centre for teacher

professional development studies is in charge of developing both on campus and off campus for

all education students at the university of cape coast. The practicum allows the students to know

the university philosophy of teaching. The off-campus teaching is done at various SHS schools

across the length and breadth of the country. After practicing at the SHS level, it is expected that
the confidence of preservice management should be at its peak during the off-campus teaching

practices, in that; they have gotten knowledge both in theory and in practice (DeCleene Huber et

al., 2015; Chernoff, 2018). Pre service teachers who participate in teaching practicum are most

likely to develop enough confidence on the field of teaching. DeCleene Huber et al. (2015)

realise that subject content knowledge increases confidence in teaching. (Salbach, Jagal, &

Williams, 2013) stated that there is a positive relationship between self-efficacy and subject

content knowledge. Preservice teachers will gain a lot of confidence because at the off-campus

teaching practice, their supervisor is monitoring them in other for them to do the right things.

Russell-Bowie argued that increasing subject content knowledge and teaching competence could

reduce fear and anxiety in teaching.

Burnout that is considered stress related problem among individuals who work in

interpersonally oriented occupation such as healthcare and education. Maslach, Schaufeli and

Leiter (2005) affirm that employee’s burnout is stress condition associated with worked by

feelings of emotional fatigue, a negative approach towards work and feelings of diminished

personal achievement. Hudson (2005) reiterates that in today’s dynamic and fast-paced work

climate, burnout is emerging concern with serious implications for both workers and employers.

WHO declared burnout as an “occupational phenomenon” that have adverse effect on our mental

and physical health? Burnout is the consequence of work stress that affect job satisfaction among

teachers.

Resilience in teaching is the ability of teachers to cope and bounce from challenges and

adversities they face within the classroom and education system. It has to do with maintaining

positive attitude, managing stress and burnout to ensure high quality of teaching. According to a

study by Day et al. (2000), resilience is crucial for effective teaching as it allows educators to
handle daily pressure and demands of their profession. Teachers are faced with numerous

challenges, which include difficult students, lack of resource, time constraints, and

administrative expectations, which is, will have negative impact on job satisfaction. However,

teacher who are resilient are able to find solutions and motivated to overcome these challenges.

Resilience in teaching is not only beneficial to educators but also students. According Jennings

and Greenberg (2009) found out that teachers’ well-being and emotional stability significantly

influence the learning outcomes and social emotional development of their students. All these

backgrounds necessitate the need to examine the relationship between efficacy, burnout and

resilience.

Statement of problem

"This study aims to investigate the levels of efficacy, resilience, and burnout among pre-service

management teachers and the relationship between these variables. The problem addresses the

potential impact that factors such as self-perceived effectiveness, ability to cope with stress, and

emotional exhaustion may have on pre-service management teachers' well-being and job

satisfaction. The findings from this research will inform strategies to support pre-service

management teachers in developing coping mechanisms and resilience to mitigate burnout and

enhance their effectiveness as future educators in the field of management."

"This study also intends to explore potential factors that may influence pre-service management

teachers' efficacy, resilience, and burnout levels, including their educational background, prior

teaching experience, and individual characteristics. By examining these factors, the research

aims to provide insights into the specific areas where support and intervention may be needed to

improve pre-service management teachers' overall well-being and job satisfaction.

Furthermore, given the increasing demands and challenges faced by management teachers in

today's educational landscape, understanding the relationships between efficacy, resilience, and

burnout among pre-service management teachers can contribute to the existing literature and

offer valuable implications for teacher training programs. By identifying the factors that

contribute to higher levels of efficacy and resilience, teacher educators and program designers

can develop targeted interventions and support systems that will help pre-service management

teachers navigate the complexities of the profession and promote their overall success and

satisfaction in their future careers.

Overall, this research will address the gap in the literature by exploring the relationships between

pre-service management teachers' efficacy, resilience, and burnout. By investigating the potential

factors that impact these variables, the study aims to provide valuable insights and

recommendations for enhancing pre-service management teachers' well-being, professional

development, and overall effectiveness in the field of management education."

Purpose of study

The purpose of this study is to examine the levels of efficacy, resilience, and burnout among pre-

service management teachers, as well as the relationships between these variables. The study

aims to provide valuable insights into the factors that contribute to pre-service management

teachers' well-being, professional development, and overall effectiveness in their future careers.

By understanding the dynamics of efficacy, resilience, and burnout in this specific context, the
research intends to inform the design of effective support systems and interventions to enhance

pre-service management teachers' job satisfaction and success.

Research Questions

1. To Investigate the Correlations between Pre-service Management Teachers' Efficacy,

Resilience, and Burnout

2. How do factors such as educational background, prior teaching experience, and

individual characteristics influence pre-service management teachers' levels of efficacy,

resilience, and burnout?

3. How can teacher training programs and interventions be designed to promote higher

levels of efficacy, resilience, and lower levels of burnout among pre-service management

teachers?

Hypotheses

1. There is a significant correlation between the levels of efficacy, resilience, and burnout
among pre-service management teachers.

2. Educational background, prior teaching experience, and individual characteristics have a

statistically significant influence on the levels of efficacy, resilience, and burnout
experienced by pre-service management teachers.

3. Designing teacher training programs and interventions to target specific strategies

promoting efficacy, resilience, and stress reduction will result in higher efficacy levels,
greater resilience, and reduced burnout among pre-service management teachers.

Significance of study
This study holds several significant implications. Firstly, it contributes to the existing literature

on the well-being and effectiveness of pre-service management teachers. By examining levels of

efficacy, resilience, and burnout, the research provides a comprehensive understanding of the

challenges and potential areas for improvement in this specific group, thus informing relevant

stakeholders, such as teacher educators, program designers, and policymakers.

Secondly, the study addresses a gap in the literature by exploring the specific context of

management education. While there are numerous studies on teacher efficacy, resilience, and

burnout, this research focuses on pre-service management teachers, who face unique challenges

in terms of their subject matter, teaching strategies, and classroom dynamics. By specifically

examining these aspects, the study enriches the field of management education.

Delimitations

This study is delimited to pre-service management teachers, meaning it specifically focuses on

individuals who are in the process of training to become management teachers but have not yet

entered the profession formally. The research will be conducted within a specific educational

institution or a sample of institutions, allowing for a more manageable scope and focused

analysis. The delimitation ensures that the findings and recommendations are contextually

grounded and applicable to pre-service management teachers within the defined boundaries.

Limitations

Several limitations may be encountered in this study. One limitation is related to the use of self-
report measures, which rely on participants' subjective perceptions and may be vulnerable to
response biases. Another limitation could be the generalizability of the findings, as the study is
conducted within a specific educational institution or a limited sample of institutions. The
specific characteristics and context of the institutions may impact the results and limit their
applicability to other settings.

Definition of terms

1. Efficacy: This variable refers to pre-service management teachers' beliefs and confidence

in their ability to effectively teach and make a positive impact on their students. It

involves their self-perceived competence, instructional skills, and overall effectiveness as

future educators.

2. Resilience: Resilience relates to pre-service management teachers' ability to cope with

stress, adapt to challenging situations, and bounce back from setbacks. It encompasses

their capacity to maintain psychological well-being, manage work-related stressors, and

retain motivation and commitment to their teaching profession.

3. Burnout: Burnout represents the state of emotional exhaustion, depersonalization, and

reduced personal accomplishment experienced by pre-service management teachers due

to chronic work-related stress. It involves feelings of overwhelming exhaustion,

detachment or cynicism, and a sense of ineffectiveness or lack of accomplishment in their

teaching role.

Organization of the study

The study comprises five main chapters. Chapter One which is the introduction will constitute

the background to the study, statement of the problem, purpose, research questions/hypotheses,

significance of the study, delimitation, limitation, and organization of the study. Chapter Two is

the review of related literature which focuses on what some authors have written about the

problem area as well as the researcher’s analytical framework of the literature expounded.

Research Methods is found in Chapter Three which outlines the researcher’s plan on how data

was collected. The chapter includes research design, population, sample and sampling procedure,

data collection procedure, and data analysis plan. Chapter Four is the results and discussion

which looks at the data collected and analyzed. The last chapter which is five includes the

summary, conclusions, and recommendations of the study