Teacher Burnout, Self-Efficacy, and the Identification and Referral of At-Risk Students

Abstract

Teachers face great demands on their time, energy, and level of commitment. Previous studies have established that high numbers of teachers leave the profession each year due to burnout. Burnout is frequently caused by difficulties with classroom management and behavior problems, as well as time pressures, and social isolation. Despite these obstacles, other teachers have been able to maintain positivity and dedication in their practice. Teachers' sense of self-efficacy has been found to be a predictor of better job satisfaction, less burnout, and more positive and productive interactions with students. The current study examined how burnout and self-efficacy may interact and how they might impact teachers' referral of at-risk students for additional school supports. Additionally, this study examined whether burnout and self-efficacy impacted teachers' identification of at-risk students using a screening measure developed to improve the school's ability to identify and start interventions for students experiencing difficulties. Results found a moderate correlation among burnout and self-efficacy, whereby teachers with higher self-efficacy experienced less burnout. Higher teacher self-efficacy was correlated with fewer referrals for students to the student support team and the identification of fewer students at-risk for emotional difficulties. Higher teacher burnout was not correlated with number of referrals but was found to be associated with the identification of more students at-risk for emotional difficulties as well as the number of total students identified as at-risk overall. Implications for practice, limitations, and future research directions are also discussed.