Abstract:
This correlational study explores the dynamic relationships among classroom management,
teacher self-efficacy, burnout, and school climate within the Pakistani education system, where a
lack of empirical evidence in this area has been noted. Drawing upon Bandura's Social Cognitive
Theory, the present study catered to this literature gap by inspecting quantitative data gathered
from 321 school teachers, which was analyzed using Pearson correlation, t-tests, ANOVA,
regression and mediation analysis. In alignment with previous literature, the findings of T-tests
and ANOVA revealed certain socio-demographic factors such as gender, school category etc. to
be having a significant influence on classroom management as an outcome variable.
Correlational analyses showed classroom management having a negative correlation with
burnout, and positive correlations with school climate and self-efficacy. Furthermore, significant
positive correlations between self-efficacy and classroom management as well as between school
climate and self-efficacy were also observed. Conversely, burnout was found to be negatively
correlated with self-efficacy and school climate. Mediation analysis suggests that self-efficacy
acts as a significant partial mediator between burnout, school climate, and classroom
management, highlighting its pivotal role in teacher well-being and effective classroom
practices. Practical measures to enhance teachers' effectiveness in managing classrooms and
promote their mental well-being within the Pakistani education system are suggested. These
steps could include investing in training programs focused on self-efficacy, cultivating
supportive school environments, and addressing school level factors that contribute to burnout.
