The predicting role of professional self-efficacy in teachers’ well-being : challenge and hindrance demands.

Abstract

The objective of the present study is to analyse the role of professional self-efficacy as a predictor of psychosocial well-being (burnout and engagement), following the Dual Self-Efficacy Model (Salanova, Llorens, Cifre, & Martínez, 2006) of Bandura's Social Cognitive Theory (1997). We performed structural equation modelling (sem) in a sample of secondary school teachers (n=460). The results support the predicting role that professional self-efficacy plays in the perception of challenge (i.e., mental overload) and hindrance (i.e., role conflict, lack of control, and lack of social support) demands, which, in turn, lead to burnout (i.e., erosion process) and engagement (i.e., motivational process). Finally, the study analyses the theoretical and practical implications, and also presents future research in this area.