The Four Pillars of Teaching: How Self-Efficacy, Burnout, and Attitude Shape Teacher Effectiveness at the Secondary School Level

RESEARCH DIALOGUE REAL-WORLD IMPACT

Contributors

  • Syed Amjad Ali Shah PhD Scholar, Institute of Education and Research, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
  • Liaquat Hussain Director, Institute of Education and Research, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
  • Sadia kanwal PhD Scholar, Institute of Education and Research, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
  • Amber Rehman PhD Scholar, Institute of Education and Research, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa Pakistan.
Keywords
Teacher Self-Efficacy Teacher Burnout Teaching Attitude Teaching Effectiveness Secondary School Teachers Teacher Performance Educational Psychology

Abstract

This study examined the association between secondary school teachers’ self-efficacy, burnout, attitude, and teaching effectiveness. This research used a descriptive, correlational design and a survey method. The study population comprises 1,768 secondary school educators, including 404 from urban areas and 1,364 from rural areas. Using stratified random sampling, the researchers determined a statistically adequate sample of 314 teachers based on Krejcie and Morgan (1970), and distributed approximately 450 questionnaires to account for non-response and incomplete responses. The study used four standardized questionnaires (5-point Likert scale) to collect data on teaching effectiveness, self-efficacy, burnout, and attitude toward teaching. The instruments were expert-validated. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression in SPSS (V26). Results showed strong correlations between teachers’ self-efficacy, burnout, attitude, and teaching effectiveness. The study also examined the relationships among self-efficacy, burnout, attitude, and secondary school teachers’ teaching effectiveness. The results showed that teachers’ psychological and attitudinal attributes empirically affect effective teaching at the secondary level.

References

Aalto, S., Kankaanpää, R., Peltonen, K., Derluyn, I., Szelei, N., Verelst, A., De Haene, L., De Smet, S., Spaas, C., Jervelund, S. S., Skovdal, M., Andersen, A. J., Hilden, P. K., Opaas, M., Durbeej, N., Osman, F., Sarkadi, A., Soye, E., & Vänskä, M. (2024). The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work. Social Psychology of Education, 27(5), 2527-2557. https://doi.org/10.1007/s11218-024-09886-3

Arias-Pastor, M., Van Vaerenbergh, S., González-Bernal, J. J., & González-Santos, J. (2024). Analysis of teacher self-efficacy and its impact on sustainable well-being at work. Behavioral Sciences, 14(7), 563. https://doi.org/10.3390/bs14070563

Bartosiewicz, A., Łuszczki, E., Zaręba, L., Kuchciak, M., Bobula, G., Dereń, K., & Król, P. (2022). Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic. PeerJ, 10, e13349. https://doi.org/10.7717/peerj.13349

Bataineh, O. T., Mahasneh, A. M., Al-Zoubi, Z. H., Qablan, A., & Alkaabi, A. M. (2025). The relationship between teacher commitment, teacher self-efficacy, and work-related quality of life among science teachers. PLOS One, 20(7), e0326994. https://doi.org/10.1371/journal.pone.0326994

Bing, H., Sadjadi, B., Afzali, M., & Fathi, J. (2022). Self-efficacy and emotion regulation as predictors of teacher burnout among English as a foreign language teachers: A structural equation modeling approach. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.900417

Chen, J., Lin, C., & Lin, F. (2024). The interplay among EFL teachers' emotional intelligence and self-efficacy and burnout. Acta Psychologica, 248, 104364. https://doi.org/10.1016/j.actpsy.2024.104364

Cong, Y., Yang, L., & Ergün, A. L. (2024). Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis. Acta Psychologica, 248, 104394. https://doi.org/10.1016/j.actpsy.2024.104394

Elrayah, M. (2022). Improving teaching professionals’ satisfaction through the development of self-efficacy, engagement, and stress control: A cross-sectional study. Kuram ve Uygulamada Egitim Bilimleri, 22(1), 1-12. https://doi.org/10.12738/jestp.2022.1.0001

Geraci, A., Di Domenico, L., Inguglia, C., & D’Amico, A. (2023). Teachers’ emotional intelligence, burnout, work engagement, and self-efficacy during COVID-19 lockdown. Behavioral Sciences, 13(4), 296. https://doi.org/10.3390/bs13040296

Gkontelos, A., Vaiopoulou, J., & Stamovlasis, D. (2023). Teachers’ innovative work behavior as a function of self-efficacy, burnout, and irrational beliefs: A structural equation model. European Journal of Investigation in Health, Psychology and Education, 13(2), 403-418. https://doi.org/10.3390/ejihpe13020030

Gökbulut, B., & Öztürk, C. (2024). The relationship between teachers' distance education self-efficacy, job satisfaction, and professional burnout. Uluslararası Türk Eğitim Bilimleri Dergisi, 12(2), 925-956. https://doi.org/10.46778/goputeb.1473684

GÖRDESLİ, M. A. (2022). Mindfulness in teaching and job burnout: The mediating role of self-efficacy. International Journal of Psychology and Educational Studies, 9(3), 551-560. https://doi.org/10.52380/ijpes.2022.9.3.1080

Haghayeghi, M., & Moghadamzadeh, A. (2023). The mediating role of teacher efficacy in the association between teacher self-concept and burnout: A moderated mediation approach. Journal of Public Health, 33(1), 173-185. https://doi.org/10.1007/s10389-023-01998-y

Han, J., & Gao, C. (2023). University teachers’ well-being in ICT-enhanced teaching: The roles of teacher self-efficacy and teaching support. Australasian Journal of Educational Technology, 89-104. https://doi.org/10.14742/ajet.8868

Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T. Y., & Demirkol, M. (2023). Assessment of the relationships between prospective mathematics teachers’ classroom management anxiety, academic self-efficacy beliefs, academic Amotivation and attitudes toward the teaching profession using structural equation modelling. Mathematics, 11(2), 449. https://doi.org/10.3390/math11020449

Krejcie, R. V., & Morgan, D. W. (1970). Determınıng sample sıze for research actıvıtıes. Educational And Psychologıcal Measurement, 30, 607-610.

Kula, S. S. (2022). The predictive relationship between pre-service teachers’ self-efficacy belief, attitudes towards teaching profession and teaching motivation. International Journal of Contemporary Educational Research, 9(4), 705-718. https://doi.org/10.33200/ijcer.1068573

Kuok, A. C., Teixeira, V., Forlin, C., Monteiro, E., & Correia, A. (2020). The effect of self-efficacy and role understanding on teachers’ emotional exhaustion and work engagement in inclusive education in Macao (SAR). International Journal of Disability, Development and Education, 69(5), 1736-1754. https://doi.org/10.1080/1034912x.2020.1808949

Lin, R., Yu, L., Wu, X., & Ren, J. (2026). From autism knowledge to resilience: Understanding the role of self-efficacy and neurodiversity attitudes of inclusive teachers in China. International Journal of Inclusive Education, 1-17. https://doi.org/10.1080/13603116.2026.2645187

Ma, L., Chee, C. S., Amri, S., Gao, X., Wang, Q., Wang, N., & Liu, P. (2025). Impact of self-efficacy and burnout on professional development of physical education teachers in the digital age: A systematic review. PeerJ, 13, e18952. https://doi.org/10.7717/peerj.18952

Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425

Mahmoodi, M. H., Hosseiniyar, S., & Samoudi, N. (2022). EFL teachers’ classroom management orientation, self-efficacy, burnout, and students’ L2 achievement. Profile: Issues in Teachers' Professional Development, 24(1), 29-44. https://doi.org/10.15446/profile.v24n1.91153

Maier, C., Thatcher, J. B., Grover, V., & Dwivedi, Y. K. (2023). Cross-sectional research: A critical perspective, use cases, and recommendations for IS research. International Journal of Information Management, 70, 102625. https://doi.org/10.1016/j.ijinfomgt.2023.102625

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2(2), 99-113. https://doi.org/10.1002/job.4030020205

Mbanaso, U. M., Abrahams, L., & Okafor, K. C. (2023). Research philosophy, design and methodology. In Research techniques for computer science, information systems and cybersecurity (pp. 81-113). Cham: Springer Nature Switzerland.

Mudhar, G., Ertesvåg, S. K., & Pakarinen, E. (2023). Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration. European Journal of Special Needs Education, 39(3), 446-462. https://doi.org/10.1080/08856257.2023.2233297

Nguyen, L. T., Dang, V. H., & Pham, H. T. (2022). The effects of school climate on high school teacher stress and self-efficacy in Ho Chi Minh City. Educational Psychology, 43(1), 57-77. https://doi.org/10.1080/01443410.2022.2128054

Odanga, S. J., Aloka, P. J., & Raburu, P. (2022). Effects of experience on teachers’ self-efficacy in secondary schools. Alberta Journal of Educational Research, 68(1), 119-132. https://doi.org/10.55016/ojs/ajer.v68i1.70744

Olivier, E., Lazariuk, L., Archambault, I., & Morin, A. J. (2023). Teacher emotional exhaustion: The synergistic roles of self-efficacy and student–teacher relationships. Social Psychology of Education, 27(1), 1-22. https://doi.org/10.1007/s11218-023-09826-7

Park, Y. S., Konge, L., & Artino, A. R. (2020). The positivism paradigm of research. Academic Medicine, 95(5), 690-694. https://doi.org/10.1097/acm.0000000000003093

Pei, S., Wang, S., Jiang, R., Guo, J., & Ni, J. (2024). How work stress influence turnover intention among Chinese local undergraduate university teachers: The mediating effect of job burnout and the moderating effect of self-efficacy. Frontiers in Public Health, 12. https://doi.org/10.3389/fpubh.2024.1308486

Pikić Jugović, I., Marušić, I., & Matić Bojić, J. (2025). Early career teachers’ social and emotional competencies, self-efficacy and burnout: A mediation model. BMC Psychology, 13(1). https://doi.org/10.1186/s40359-024-02323-2

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Saloviita, T., & Almulla, A. A. (2024). Self-efficacy among classroom, subject and special education teachers. Journal of Ecohumanism, 3(4), 1655-1662. https://doi.org/10.62754/joe.v3i4.3695

Sevinc, G., & ÖZYETER, N. (2023). Mediating role of self-efficacy in the relationship between teachers' attitude toward change and burnout. Pamukkale Universitesi Egitim Fakultesi Dergisi-Pamukkale University Journal of Education, (57). http://doi.org/10.9779/pauefd.1081464

Shakeel, S., Khan, M. M., Khan, R. A., & Mujtaba, B. G. (2021). Linking personality traits, self-efficacy and burnout of teachers in public schools: Does school climate play a moderating role? Public Organization Review, 22(1), 19-39. https://doi.org/10.1007/s11115-021-00514-8

Song, M. (2022). Chinese English as foreign language teachers’ self-efficacy and motivation as predictors of burnout. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.899687

Tekin, O. (2023). The mediating role of teacher self-efficacy in predicting teachers’ research attitudes. Teacher Development, 27(3), 314-332. https://doi.org/10.1080/13664530.2023.2201579

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/s0742-051x(01)00036-1

Vieira, L., Rohmer, O., Jury, M., Desombre, C., Delaval, M., Doignon-Camus, N., Chaillou, A., Goulet, C., & Popa-Roch, M. (2024). Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers. Teaching and Teacher Education, 144, 104569. https://doi.org/10.1016/j.tate.2024.104569

Vosough Matin, M. (2023). Investigation of self-efficacy perceptions and professional attitudes of teachers working in special education schools. International Journal of Research in Education and Science, 9(1), 228-240. https://doi.org/10.46328/ijres.3123

Wang, X., Gao, Y., Wang, Q., & Zhang, P. (2024). Relationships between self-efficacy and teachers’ well-being in middle school English teachers: The mediating role of teaching satisfaction and resilience. Behavioral Sciences, 14(8), 629. https://doi.org/10.3390/bs14080629

Wang, Y., & Wang, Y. (2022). The interrelationship between emotional intelligence, self-efficacy, and burnout among foreign language teachers: A meta-analytic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.913638

Weißenfels, M., Klopp, E., & Perels, F. (2022). Changes in teacher burnout and self-efficacy during the COVID-19 pandemic: Interrelations and E-LEarning variables related to change. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.736992

Xiao, Y., & Zheng, L. (2025). The relationship between self-efficacy and job satisfaction: A meta-analysis from the perspective of teacher mental health. Healthcare, 13(14), 1715. https://doi.org/10.3390/healthcare13141715

Yang, G., Sun, W., & Jiang, R. (2022). Interrelationship amongst University student perceived learning burnout, academic self-efficacy, and teacher emotional support in China’s English online learning context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829193

Yang, X., & Du, J. (2024). The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: A mediation model. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01540-z

Zeng, Y., Liu, Y., & Peng, J. (2024). Noticing the unnoticed: Teacher self-efficacy as a mediator between school context and teacher burnout in developing regions. Revista de Psicodidáctica (English ed.), 29(2), 107-117. https://doi.org/10.1016/j.psicoe.2024.02.002

Corresponding Author

Amber Rehman

PhD Scholar, Institute of Education and Research, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa Pakistan.

Corresponding Author: [email protected]

How to Cite

Shah, S. A. A., Hussain, L., kanwal, S., & Rehman, A. (2026). The Four Pillars of Teaching: How Self-Efficacy, Burnout, and Attitude Shape Teacher Effectiveness at the Secondary School Level. The Regional Tribune, 5(8), 246-259. https://doi.org/10.55737/trt/v-viii.412