The relationships between teacher self‐efficacy, optimism, perceived social support, and burnout: A moderated mediation analysis using the revised job demands–resources model.

Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and burnout, using data collected from a sample of 288 teachers in Elâzığ, a city in the eastern region of Turkey. The results demonstrated the negative relationships between teacher self‐efficacy and optimism with burnout, and the indirect negative relationship between teacher self‐efficacy and burnout through perceived social support. In addition, the present study revealed that the direct relationship between teacher self‐efficacy and perceived social support and the indirect relationship between teacher self‐efficacy and burnout through perceived social support can be strengthened depending on the level of optimism. Recommendations for practitioners, policymakers, and researchers are presented. Practitioner Points: Teacher self‐efficacy is negatively related to burnout and positively related to perceived social support.Perceived social support partially mediates the relationship between teacher self‐efficacy and burnout.Teacher optimism moderates the relationship between teacher self‐efficacy and perceived social support, as well as the relationship between teacher self‐efficacy and burnout through perceived social support. [ABSTRACT FROM AUTHOR]