The Relationship between Primary School Teachers' Self-Efficacy, Autonomy, Job Satisfaction, Teacher Engagement and Burnout: A Model Development Study

In this study, it was aimed explore the relationship between primary school

teachers’ sense of self-efficacy, autonomy, job satisfaction, teacher

engagement, and burnout variables. The study was conducted using a

quantitative research design and a correlational model. The data were

collected at three different levels. In the first level, during the adaptation of

Teacher Autonomy Scale to Turkish the data were obtained from 146 teachers;

in the second level, for the linguistic equivalence, data were collected from 32

teachers; and the third level was conducted to test the relationship between the

variables of the study through a model by collecting, the data from 716

teachers. The analysis of data was done using SPSS 18 package program and

LISREL 8.8 program. A model showing the relationships between the

variables of the study, self-efficacy, autonomy, job satisfaction, teacher

engagement, and burnout were tested. These relationships were tested by the

path analysis. At the end of analyses, it was found out that teaching selfefficacy predicted teacher engagement, job satisfaction, and autonomy

positively while it predicted burnout negatively at significant levels. As for

teacher autonomy, it predicted teacher engagement positively. The results of

the study revealed that the fit goodness between the theoretical model and the

data was high