Resumo

FERREIRA, Luiza Cristina Mauad. Teaching, Burnout and considerations on the theory of self-efficacy. Psicol. Ensino & Form. [online]. 2010, vol.1, n.2, pp.23-34. ISSN 2177-2061.

The objective of the present essay is to recapture the debate on teacher Burnout process introducing considerations from the Social-Cognitive Theory to the explanatory processes of the phenomenon. The text emphasizes information on Burnout and teaching self-efficacy, highlighting the bonds between these themes, once we believe that the self-efficacy theory may bring relevant contributions to overcoming the current scenario of Burnout production within educative contexts. It is towards this direction that the current article presents a recent line of investigation, which has been gaining shape during the last decade, the Burnout Syndrome and the teaching self-efficacy. In view of the lack of teachers, either due to abandoning the career or not entering it, or even due to the high incidence of illnesses among these professionals, it is of utmost importance to search for theoretical-empiric theories to better understand the presently established relations.

Palavras-chave : Social Cognitive Theory; Teaching self-efficacy; Burnout Syndrome; Teaching work.

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