Abstract:
The purpose of this study was to investigate the possible effects of personal variables and perceived selfefficacy
in eliciting social support on the three successive burnout dimensions; emotional exhaustion (EE),
depersonalization (DP) and reduced personal accomplishment (RPA) in Turkish EFL teachers. 63 Turkish
EFL teachers working at a Preparatory School of an English-medium Turkish university in Istanbul
participated in the study. Data came from an adapted version of Maslach Burnout Inventory-Education
Survey developed by Friedman (1999a) to measure teacher burnout, and two subscales, the Perceived SelfEfficacy
in Eliciting Social Support from Colleagues (PSESSC) and the Perceived Self-Efficacy in Eliciting
Social Support from Principals (PSESSP) developed by Friedman and Kass (2002) to assess teachers’
perceived self-efficacy beliefs in eliciting support from their principals and colleagues. The findings of the
study revealed that, there was a significant correlation among burnout, personal variables and perceived selfefficacy
beliefs in eliciting social support both from principals and colleagues. The results were discussed in
the light of the related literature and some suggestions were offered.
