Burnout, depression, efficacy beliefs, and work-related variables among school teachers

he present study investigated burnout and its associated factors in school teachers. We tested the relationships between burnout, depression, efficacy beliefs (self and collective), school climate, and organizational justice in a sample of 609 Italian school teachers. Using path analysis and controlling for age and gender, we found that collective efficacy, school climate, and organizational justice were significantly associated with burnout and depression. The relationships between these variables and depression were mediated by burnout. Results suggest that planning development programs to reduce teachers’ malaise and improve their evaluation methods involves taking into account the buffering effect of efficacy beliefs, school climate, and organizational justice against burnout and depression.