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

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.