An Analysis of Relations among Personal Variables, Perceived Self-Efficacy and Social Support on Burnout among Turkish EFL Teachers

The purpose of this study was to investigate the possible effects of personal variables and perceived self- efficacy in eliciting social support on the three successive burnout dimensions; emotional exhaustion (EE), depersonalization (DP) and reduced personal accomplishment (RPA) in Turkish EFL teachers. 63 Turkish EFL teachers working at a Preparatory School of an English-medium Turkish university in Istanbul participated in the study. Data came from an adapted version of Maslach Burnout Inventory-Education Survey developed by Friedman (1999a) to measure teacher burnout, and two subscales, the Perceived Self- Efficacy in Eliciting Social Support from Colleagues (PSESSC) and the Perceived Self-Efficacy in Eliciting Social Support from Principals (PSESSP) developed by Friedman and Kass (2002) to assess teachers' perceived self-efficacy beliefs in eliciting support from their principals and colleagues. The findings of the study revealed that, there was a significant correlation among burnout, personal variables and perceived self- efficacy beliefs in eliciting social support both from principals and colleagues. The results were discussed in the light of the related literature and some suggestions were offered.