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.