The effect of teacher burnout on teacher efficacy

Abstract

Teacher burnout is a persistent and escalating challenge within global education systems, with serious implications for educator well-being, student outcomes, and institutional sustainability. While it had been extensively studied internationally, it remained under-researched in Malta. This dissertation investigated the prevalence, nature, and contributing factors of teacher burnout in the Maltese context, incorporating both quantitative and qualitative elements to provide a holistic perspective. Using a convergent mixed methods design grounded in the pragmatist paradigm, the study predominantly employed quantitative analysis using the Copenhagen Burnout Inventory (CBI) to assess burnout across personal, work-related, and student-related domains. An additional open-ended question invited teachers to describe their preferred coping strategies for managing stress and burnout, adding interpretive depth to the statistical findings. Data were collected through an anonymous online survey completed by full-time educators from state, church, and independent schools in Malta. Statistical analyses, including descriptive statistics, independent samples t-tests, and one-way ANOVA, examined burnout patterns across demographic variables such as age, gender, teaching experience, and school sector. Thematic analysis of qualitative responses identified commonly reported coping strategies, ranging from personal self-care practices to professional support-seeking. Findings indicated moderate overall burnout levels, with personal and work-related burnout higher than student-related burnout. No significant differences emerged across demographic groups, suggesting that burnout was a systemic issue rather than a matter of individual vulnerability. The qualitative results highlighted coping approaches such as collegial collaboration, boundary-setting, and physical activity, yet these strategies were often viewed as insufficient in counteracting systemic stressors. The study concluded that addressing teacher burnout in Malta required moving beyond individual-focused interventions toward comprehensive organisational reform, including reducing administrative workload, enhancing leadership support, and embedding mental health resources within schools. By integrating quantitative measurement with qualitative insight, this research contributed evidence-based, context-specific recommendations to inform both local policy and the broader international discourse on educator well-being.