ASSOCIATION BETWEEN SELF-EFFICACY AND BURNOUT LEVELS IN PHYSICAL EDUCATION TEACHERS

Abstract

This study aimed to verify the association between self-efficacy and Burnout levels of Physical Education teachers working in Basic Education. Sixty-three Physical Education teachers from public and private schools in the municipality of Belém (PA) and metropolitan region participated. It consists of a field survey (quantitative approach) with a described and inferential character. As data collection instruments used to characterize the participants a sociodemographic and work Questionnaire; to measure Burnout levels the Maslach Burnout Inventory, adapted for teachers and Physical Education Teacher Self-efficacy Scale, to measure teachers' self-efficacy levels. Data were analyzed using SPSS version 24.0. To make the association between the Burnout variables and self-efficacy, two inferential statistical techniques were applied: the Factor Analysis (FA) and the Correspondence Analysis (CA). From FA, teachers were classified into three groups, with high, medium and low self-efficacy. The three factors explained, in this study, 73.75% of the total variance of the subjects' responses to the Self-efficacy Scale. The CA showed that Physical Education teachers with high emotional exhaustion, high depersonalization and low personal fulfillment, manifested low self-efficacy while teachers with high self-efficacy are related to average depersonalization, medium and high personal fulfillment and average emotional exhaustion.