Abstract

• This study examined teacher self-efficacy and burnout of teachers in Myittha Township by using quantitative approach and descriptive survey design. A total of 321 teachers (49 males and 272 females) in Myittha Township participated in this study. To measure teacher self-efficacy, the 24 item Teacher Self-Efficacy Scale developed by Skaalvik and Skaalvik (2007) was used. To measure burnout, the 22 item Maslach Burnout Inventory (MBI) developed by Maslach, Jackson and Schwab (1996) was used. Results from descriptive statistics indicated that level of teacher self efficacy was satisfactory among teachers in Myittha Township. According to the result of independent samples t test, it was found that there were no significant difference in teacher self efficacy by location of school. However, the ANOVA result revealed that there was significant difference in teacher self-efficacy by age (F= 3.126, p= 0.026), indicating that older teachers had higher level of self-efficacy than younger ones. Concerning burnout, it was found that teachers in Myittha Township had low level of burnout. The result of independent samples t test showed significant difference in burnout of teachers by location of school (t = 2.365,p = 0.019). More specifically, rural teachers were found to have higher level of burnout than urban ones. But, the result of ANOVA showed no significant difference in burnout of teachers by age. Concerning the relationship of two main variables, statistically significant negative correlation between teacher self-efficacy and burnout of teachers (r = -0.342, p = 0.000) was found. Therefore, it can be concluded that the higher level of teacher self-efficacy the teachers possessed, the lower level of burnout they had.