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BURNOUT IN HUNGARIAN HIGH SCHOOL TEACHERS: THE ROLE OF SELF-EFFICACY AND BASIC NEEDS SATISFACTION
Abstract
The purpose of this study was to examine the relationship between teachers' basic needs satisfaction, self-efficacy and burnout. Questionnaires measuring satisfaction of the need for autonomy, competence and relatedness, teacher self-efficacy, emotional exhaustion, personal accomplishment and depersonalization were completed by 220 Transylvanian Hungarian and Hungarian (Hungary) high school teachers. Results show significant correlations between perceived need satisfaction and all three aspects of teacher burnout. Demographic factors (e.g. gender, school profile) were in significant relationship with satisfaction of the need for autonomy and need for competence and also depersonalization. Satisfaction of the basic needs predicted burnout components. Implications for further research and teacher burnout prevention and intervention are discussed.
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