Relationship Model of Teachers’ Occupational Commitment,Teaching Efficacy and Job Burnout in Primary and Middle Schools

Objective: To explore the relationship model of teachers’ occupational commitment,teaching efficacy and job burnout in primary and middle schools.Methods: 454 teachers in primary and middle schools were investigated with the scales of teachers’ occupational commitment,teaching efficacy and job burnout.Results: The results of correlation analysis indicated that,except continuance commitment,teachers’ affective commitment and normative commitment negatively correlated significantly with emotional exhaustion,depersonalization and lack of personal accomplishment,and positively correlated significantly with general teaching efficacy and personal teaching efficacy.And teachers’ general teaching efficacy and personal teaching efficacy negatively correlated significantly with emotional exhaustion,depersonalization and lack of personal accomplishment.The results of SEM indicated that the teachers’ occupational commitment and teaching efficacy could remarkably predict negatively their job burnout.The teachers’ occupational commitment could not only directly predict their job burnout,but also could indirectly predict their job burnout through teaching efficacy.Conclusion: The occupational commitment and teaching efficacy have important influence on job burnout of teachers in primary and middle schools.The teachers’ teaching efficacy plays a partially positive mediating role in the relationship between occupational commitment and teaching efficacy.