Abstract:

The present study, from the perspective of the Self - Determination Theory (SDT), aims to identify the relationship between motivation, job burnout and academic self - efficacy in Peruvian high school teachers. For the first study, the sample consisted of 51 teachers and the results showed that controlled motivation is significantly related to the burnout elements, called emotional exhaustion and indifference. Then the autonomous motivation was positively related to the professional effectiveness. Furthermore, emotional exhaustion and indifference were negatively related to academic self-efficacy. In the analysis with linear regressions, was observed that controlled motivation predicts emotional exhaustion and indifference (cynicism). And autonomous motivation predicts only professional effectiveness. In the second study, 6 teachers participated (3 from public schools / 3 from private schools) from 3 to 16 years of experience. The results showed that if teachers work under pressure (controlled motivation) they experience physical discomfort, emotional exhaustion, in some of them their self-efficacy decreases. However, when they work with freedom (autonomous motivation) they do not feel any discomfort, work better, with initiative and develop more their academic self-efficacy.

Keywords:

Motivation, burnout, academic self-efficacy.