The Mediating Role of Self-Compassion in the Effects of Teachers' Self-Efficacy on Stress and Burnout in Face-to-face and Online Education

Abstract

The distinction between face-to-face and online education has emerged as a reflection of the covid-19 epidemic period. In addition to the individual characteristics of teachers, the situations created by face-to-face and online education can cause different psychological results. From this point of view, in this study, it was aimed to investigate the mediating role of self-compassion in the effect of teachers' self-efficacy on stress and burnout in face-to-face and online education. The research was carried out with the teachers working in three different schools in Isparta. An online questionnaire was sent to teachers working in primary, secondary and high schools. By ensuring the participation of all teachers in the schools that are the subject of the research, a data set was created with 107 questionnaires. The data set was analyzed using the Process plugin via the SPSS package program. As a result of the analysis, it was concluded that teachers' self-efficacy in face-to-face education did not cause stress and burnout. However, it has been concluded that teachers' self-efficacy in online education causes stress and burnout, and even self-compassion has a partial mediating role in this effect.