Burnout syndrome and self-efficacy in elementary school teachers. A systematic review

Authors

  • Rafael Caracuel-Cáliz Universidad Internacional de la Rioja
  • Eduardo Melguizo Ibáñez Universidad de Granada. Facultad de Ciencias de la Educación
  • Gabriel González Valero Universidad de Granada. Facultad de Ciencias de la Educación
  • Pilar Puertas Molero Universidad de Granada. Facultad de Ciencias de la Educación.

DOI:

https://doi.org/10.47553/rifop.v100i39.1.102608

Abstract

Teaching in primary education is influenced by a number of variables, factors such as Burnout syndrome can affect teachers' health and self-efficacy. Both variables have been found to affect the role of the teacher in the primary school classroom. The purpose of this study is to investigate the correlation between self-efficacy and burnout in teachers working in primary education. A systematic review has been conducted based on scientific research published from 2017 to September 2023. A search of scientific literature was carried out between August and October 2023 in the Web of Science, SCOPUS, ERIC and PsycInfo databases. The following keywords were used as search engines: "teacher*", "burnout" and "self-efficacy"; the Boolean operator used between each of the terms was "AND". The results highlight the complexity of the factors affecting primary school teachers, showing that self-efficacy has a positive influence on job innovation, while burnout has an indirect negative impact. The conclusion is that the teaching profession leads to an increase in burnout levels with a direct impact on mental health and teaching quality.

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Published

2025-04-18

How to Cite

Caracuel-Cáliz, R., Melguizo Ibáñez, E., González Valero, G., & Puertas Molero, P. (2025). Burnout syndrome and self-efficacy in elementary school teachers. A systematic review. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 100(39.1), 271–288. https://doi.org/10.47553/rifop.v100i39.1.102608

Issue

Vol. 100 No. 39.1 (2025): Retos y desafíos para la investigación e innovación docente en contextos múltiples

Section

Miscelánea

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