Artut E., Duruk E.
International Journal of Technology in Education and Science, sa.10, ss.816-829, 2026 (Scopus)
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Yayın Türü:
Makale / Tam Makale
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Basım Tarihi:
2026
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Doi Numarası:
10.46328/ijtes.7951
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Dergi Adı:
International Journal of Technology in Education and Science
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Derginin Tarandığı İndeksler:
Scopus, ERIC (Education Resources Information Center), EBSCO Education Source
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Sayfa Sayıları:
ss.816-829
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Abdullah Gül Üniversitesi Adresli:
Evet
Özet
Teacher burnout is a persistent concern in higher education, particularly as instructors strive to maintain effective teaching in technology-intensive work environments. This quantitative correlational study examined the relationships among teacher self-efficacy, digital competence, and burnout among 43 EFL instructors at two Turkish state universities. Participants completed an online survey measuring all three constructs via validated instruments. Pearson correlations and multiple regression were used to test associations and to model the simultaneous contributions of self-efficacy and digital competence to burnout variance. Instructors reported high self-efficacy, moderate-to-high digital competence, and moderate burnout. Self-efficacy was positively associated with burnout, whereas digital competence was negatively associated with it. The two predictors were not significantly correlated with each other. In the regression model, both predictors were independently significant and jointly accounted for 36.6% of the variance in burnout (R² = .366). The positive self-efficacy-burnout association, which runs counter to the general literature, may reflect role overload in technology-demanding environments or a mismatch between the general teaching self-efficacy measure and technology-specific demands. Digital competence appeared to function as a buffering resource consistent with job demands-resources (JD-R) predictions. Findings suggest that higher education institutions should consider targeted digital professional development and workload management as complementary strategies for supporting instructor well-being.