The present study investigated whether or not there is an association between self-efficacy beliefs and burnout levels. The study also investigated the effects of such predictor variables as gender, age, teaching experience, average number of students in classrooms on the three dimensions of teacher burnout (emotional exhaustion, depersonalization, and personal accomplishment) and self-efficacy. 118 Turkish EFL teachers from primary, secondary, high schools and universities in many cities participated in the study. Maslach Burnout Inventory (MBI) (Maslach and Jackson, 1981; Huang, 1988), and language teacher self-efficacy beliefs scale (Praver, 2014) were used in the study. Findings showed that there was a significant positive relationship between self-efficacy and personal accomplishment and a negative relationship between emotional exhaustion and self-efficacy. On the other hand, the results showed a negative relationship between emotional exhaustion and personal accomplishment and a negative relationship between personal accomplishment and depersonalization. Generally, teachers felt sufficient, had high self-accomplishment and they had low burnout level. In addition, age had significant role on self-efficacy, and experience were also found to play an important role in personal accomplishment.
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