Teaching Styles and Self-Efficacy as Burnout Predictors among Teachers in Arab Schools in Israel

Abstract

The objective of this study is to examine the connection between self-efficacy,
teachers’ teaching styles and their sense of burnout at work. The study specifically
targets teachers working in primary and secondary schools within the Arab
educational system in Israel. 160 teachers from different schools were sampled for
the study. 67 of them (41.6%) were men and 93 (58.4%) were women with
average teaching seniority of 12 years. The research tool included: background
data questionnaire, a teaching efficacy questionnaire, teaching styles questionnaire
& burnout in teaching questionnaire. The results showed a positive, strong,
statistically significant relationship between self-efficacy in teaching and
facilitating and delegating teaching styles. Notably, a negative, moderately
significant relationship between these teaching styles and instructors' exhaustion
was observed. On the other hand, the results of the study indicate a small but
favourable relationship between teachers' burnout and their expert teaching style.
The main conclusion of the study is that good teaching avails, facilitates or
motivates good learning, and although it is not possible to point out which
teaching style is good and which isn’t, it is possible to say that teachers who
combine teaching styles with an emphasis on style that invites a process of the
student cognitive and emotional involvement, with products of understanding
performances, like facilitating or delegating teaching style.