LAUSR

This study tested the influence of self-efficacy, school context and self-esteem on job burnout of Iranian Muslim teachers. Job burnout was taken to be composed of three components: emotional exhaustion, depersonalization and personal accomplishment. A sample of 212 secondary school teachers completed a packet of scales that measure self-efficacy, school context, self-esteem and job burnout. The relationships between the variables were examined via path analysis. Path analysis showed self-efficacy to have a significant direct negative effect on depersonalization ( β  = − 0.25, p  < 0.01) and reduced personal accomplishment ( β  = − 0.31, p  < 0.01). School context had a significant direct effect on emotional exhaustion ( β  = − 0.36, p  < 0.01), depersonalization ( β  = − 0.23, p  < 0.01) and reduced personal accomplishment ( β  = − 0.17, p  < 0.01). Self-esteem had a significant direct effect on emotional exhaustion ( β  = − 0.36, p  < 0.01), depersonalization ( β  = − 0.15, p  < 0.01) and reduced personal accomplishment ( β  = − 0.26, p  < 0.01). The proposed model explained 47% of total variance of “emotional exhaustion,” 28% of “depersonalization” and 54% of “reduced personal accomplishment.”