The Mediating Effect of Professional Development on the Relationship between Efficacy and Burnout among Early Childhood Teachers

Abstract

Background: Teacher burnout, intensified by evolving educational demands and hybrid work environments, poses a critical threat to educators’ well-being, effectiveness, and overall educational quality worldwide. Aims: This study was conducted to determine the mediating role of professional development in the relationship between efficacy and burnout. Study Design: Predictive Design. Place and Duration of Study: The study was carried out in selected private schools in Davao City. Methodology: The study was conducted to 12 selected private schools in Davao City. A total of 182 ECE teachers, determined through one-stage cluster sampling technique, responded to a 3-part survey questionnaire. Descriptive, correlation, and mediation statistics were used in the analysis. Results: Descriptive statistics of the study showed very high level (M = 3.63) of professional development and teacher efficacy (M = 3.62), and a high level of teacher burnout (M = 2.88). The correlation between professional development and teacher burnout (r = .136, p = .068 indicated a non-significant relationship, while the correlation between teacher efficacy and teacher burnout (r = -.834 and a p= <.001) indicated a high negative significant relationship. Moreover, the mediation analysis revealed that while the indirect effect of teacher efficacy on teacher burnout through professional development was significant, the direct and total effects were not. This indicates that professional development acts as a full mediator in this relationship. Conclusion: The study concluded that professional development has a significant mediating effect on the relationship between teacher efficacy and burnout. Furthermore, because the indirect effect is significant while the direct effect is not, the data indicate that the mediation of professional development in the relationship is full.