English abstract
Introduction. The purpose of this study was to examine if the perception of teaching value and a teacher's self-efficacy (SE) are related to burnout. Previous research has shown a strong relation between teachers SE and burnout. Rarely, however, job value has been included in any of the previous studies. Method. A stratified random sample (N =2446) of Omani teachers was drawn. Three measures: Job value, Maslach burnout inventory (MBI) and the teachers' sense of efficacy scale (TSES) were used. Confirmatory factor analysis was performed to test the proposed factor structure of the measures as well as the proposed structural model. Results. The invariance tests proved that the structure of constructs and the relations between constructs were invariant across gender. Job value significantly related to both SE and burn-out dimensions. Consistent with predictions, SE of student engagement related to all three burnout dimensions; whereas the other two dimensions of SE didn't relate to burnout dimen-sions in the expected direction. Job value and SE explained significant variances in each of the burnout dimensions. Discussion and Conclusion. The results of this study highlight the importance of job value and SE of engaging students as cognitive self-regulatory mechanisms used in the stressful situations like teaching and to help control stress and burnout. Ministry of education, media and socity at large should be aware of the social status of teaching and teachers and provide more respect to the teachers and their job. Such respect would improve the morale of teachers and help them become more efficacious and less exhausted.
