TEACHER SELF-EFFICACY AND BURNOUT: SCOPING REVIEW

SCOPING REVIEW

Abstract

The objective of this scoping review was to identify research on burnout and teacher self-efficacy. The databases of the Virtual Health Library, Portal de Periódico da CAPES, Institut of Education Sciences and National Library of Medicine were consulted, using as search strategy "teaching self-efficacy" AND "burnout syndrome" AND "teachers". Seventeen articles were retrieved following the standards of the PRISMA-ScR protocol. For analysis, the publications were organized in a flowchart and table containing Title/Authors, Objectives, Participants, Method, Year, and Results/Conclusions. Results revealed that the time spent teaching proved to be influential to professional wear, thus making possible a higher incidence of Burnout Syndrome in these professionals and that there is little investment and attention to the improvement of teachers' self-efficacy in the educational field. Thus, it is proposed that one of the paths to be further explored and developed would be the training of teachers' self-efficacy beliefs, and that new research with these professionals should occur to expand the understanding of the importance of teacher self-efficacy in the national context, based on the gaps pointed out in this review. It is suggested that interventions and public policies aimed at the prevention and promotion of these professionals' health be developed.