Repo Dosen ULM

Does Self-Efficacy Moderate The Effect of Workload on High School Teacher Burnout?

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dc.contributor.author Dewi, Maya Sari
dc.contributor.author Intan, Nor
dc.contributor.author Arifin, Zakhyadi
dc.contributor.author Fariany, Gusti Rina
dc.contributor.author Rifani, Ahmad
dc.date.accessioned 2024-06-19T06:50:17Z
dc.date.available 2024-06-19T06:50:17Z
dc.date.issued 2024-05-01
dc.identifier.issn 2833-4531
dc.identifier.uri https://repo-dosen.ulm.ac.id//handle/123456789/34805
dc.description.abstract Burnout is a state of emotional exhaustion, depersonalization, and decreased performance that will have a negative impact on ourselves and, of course, will also impact those around us. This study aimed to analyze the impact of workload on burnout among secondary school teachers and whether self-efficacy moderates the impact of workload on burnout. Burnout of high school teachers during the COVID-19 pandemic. The techniques used in this study are quantitative and explanatory in nature. The population of the study consisted of public high school teachers and the sample was 52 respondents. The sampling technique used is non-probability sampling. Data collection techniques include observation, interviews, questionnaires, etc. Data analysis techniques include simple linear regression analysis and relaxed regression analysis (MRA). Based on the results of our analysis, we know that workload has a positive and significant impact on secondary teacher burnout during the COVID-19 pandemic; and self-efficacy did not moderate the impact of workload on secondary teacher burnout during the COVID-19 pandemic. en_US
dc.language.iso en_US en_US
dc.publisher International Journal of Innovative Research in Multidisciplinary Education en_US
dc.subject Workload, Burnout, Self-Efficacy en_US
dc.title Does Self-Efficacy Moderate The Effect of Workload on High School Teacher Burnout? en_US
dc.type Article en_US


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