TEACHER BURNOUT AND CONTRIBUTING FACTORS IN PAKISTAN: AN EMPIRICAL STUDY OF PEDAGOGICAL LEADERSHIP AND TEACHER SELF-EFFICACY

Abstract

This study explores teacher burnout and the factors that cause it in public schools of Malakand Division, Pakistan, using survey research design. This study explores how teacher self-efficacy and pedagogical leadership help prevent burnout. Using a sample of 300 teachers, the data for the study were obtained by using both the Teacher Sense of Efficacy Scale (TSES) and the Distributed Leadership Inventory (DLI). It was revealed that teachers generally felt emotionally drained, showing somewhat lower levels of personal accomplishment and very little depersonalization. Teacher self-efficacy turned out to be the most important factor in reducing burnout, showing just how vital it is. Having backed up teachers by principals and an encouraging school atmosphere were found to decrease their chance of burnout. Still, despite these protections, there was a constant worry about stress from workload, meaning structural changes were still important. The authors argue that preventing burnout necessitates a balanced approach that promotes self-esteem, collaborative school administration, and positive school climates. Conventional approaches should address self-efficacy in professional development, build mentors and provide peer support, and prioritize leadership that supports teachers in their teaching tasks.