Abstract:

The aim of this study is to examine the job burnout level and self-efficacy beliefs of social studies teachers. The sample of this survey-based quantitative research consisted of 154 social studies teachers working in secondary schools affiliated to the Ministry of National Education in the central districts of Van. The data collected through a “Personal Information Form", "Maslach Burnout Inventory Educator Form" and "Teacher Self-Efficacy Scale". Data analysis showed that that social studies teachers’ burnout in emotional exhaustion dimension was moderate, burnout in depersonalization dimension was low and burnout in dimension of personal accomplishment was high. It was also found that the self-efficacy beliefs of social studies teachers were high in dimensions of academic self-efficacy, professional self-efficacy and social self-efficacy, and in the overall total of self-efficacy belief scale. However, it was found to be medium in the intellectual self-efficacy dimension. Also, no significant relationship was found between dimensions of emotional exhaustion and depersonalization, and dimensions of academic self-efficacy, professional self-efficacy, social self-efficacy, intellectual self-efficacy and total self-efficacy. A positive correlation was found between the personal accomplishment dimension of job burnout, and academic self-efficacy, professional self-efficacy, social self-efficacy, intellectual self-efficacy and total self-efficacy of the teachers.

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