Classroom Management as an Outcome of Sense of Efficacy in School Teachers, Burnout & School Climate

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.