{'fraction_non_alphanumeric': 0.022338049143708117, 'fraction_numerical': 0.0014892032762472078, 'mean_word_length': 5.4, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Contribution of Job Stress and Self-Efficacy towards Burnout among Secondary School Teachers

This study aimed to identify the contribution of job stress and self-efficacy towards burnout among secondary school teachers. The collection of data was done using survey method. The respondents were 94 secondary school teachers from selected school within Batang Padang District, Perak. The data were collected using a set of questionnaires, which contained the Effort Reward Imbalance Scale (ERI), Teacher’s Sense of Efficacy Scale (TSES) and Maslach Burnout Inventory-Educators Survey (MBI-ES). The descriptive statistics was utilized to see the levels of variables involved and multiple regression was utilized to predict the contribution of job stress and self-efficacy towards burnout. The findings revealed that both variables of job stress and self-efficacy were significantly contributed to burnout among the secondary school teachers. Thus, it was proven that both of variables been measured could affect the burnout among the educators. The findings demonstrate that there is a high level of self-efficacy found among the Phy sical Education teachers, which focus on the dimensions of involvement, instructional strategy and class management. That study also discovers that genders show no significant differences in self-efficacy level.