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Paper Title

“An Empirical Study on Self-Efficacy as a Moderator Between Job Stress and Burnout Among Teachers of Selected Universities in Gujarat”

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Registration ID: IJNRD_311959

Published ID: IJNRDG001016

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Keywords

Job Stress, Employee Burnout, Self-Efficacy, Higher Education, Faculty Well-being, Government and Private Universities, Gujarat, Conceptual study

Abstract

Universities play a pivotal role in shaping human capital and national development, with faculty members serving as the cornerstone of educational quality. However, teaching, once considered a low- stress profession, has become increasingly demanding, exposing educators to heightened levels of job stress and burnout. This study has tried to observe the relationship between job stress and burnout, while examining self-efficacy as a moderating factor. Job stress is analyzed through dimensions such as job security, work overload, role ambiguity, role conflict, and work–life balance, whereas burnout is conceptualized using Maslach’s three dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. Self-efficacy, based on Bandura’s Social Cognitive Theory, is considered across academic, research, and coping dimensions. The study’s conceptual findings, derived from random personal and telephonic interactions with faculty members across Gujarat, reveal a strong positive relationship between job stress and burnout. Faculty experiencing higher workloads, time pressures, and administrative constraints reported increased emotional exhaustion and disengagement. However, self-efficacy significantly moderated this relationship, reducing the negative impact of stress on burnout. Faculty with high self-efficacy demonstrated better coping abilities, resilience, and emotional stability, thereby experiencing lower burnout levels. Comparative results indicate that government university faculty generally experience moderate stress but benefit from higher job security and autonomy, which strengthen the moderating role of self-efficacy. Conversely, private university faculty face greater stress due to job insecurity, performance-based pressure, and limited autonomy, which weakens the buffering effect of self-efficacy. Overall, the conceptual study underscores that self-efficacy functions as a psychological shield that mitigates the detrimental effects of job stress on burnout. Institutional initiatives such as faculty development programs, mentorship, and supportive work environments can enhance self-efficacy, reduce stress, and improve well-being among university faculty. Strengthening these psychological resources is crucial for sustaining motivation, satisfaction, and productivity within Gujarat’s higher education system.

How To Cite (APA)

Dr. Sandipkumar G. Prajapati & Ms. Jhanvi Upadhyaya (January-2026). “An Empirical Study on Self-Efficacy as a Moderator Between Job Stress and Burnout Among Teachers of Selected Universities in Gujarat”. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(1), 124-130. https://ijnrd.org/papers/IJNRDG001016.pdf

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Other Publication Details

Paper Reg. ID: IJNRD_311959

Published Paper Id: IJNRDG001016

Research Area: Other area not in list

Author Type: Indian Author

Country: -, -, India

Published Paper PDF: https://ijnrd.org/papers/IJNRDG001016.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRDG001016

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