Volume 13, Issue 3 (Volume 13, Issue 3, December 2025 2025)
CPJ 2025, 13(3): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
moradi S, parhoon H. The Relationship between Inhibitory Control, Cognitive Flexibility, and Perceived Organizational Support with Teachers’ Job Burnout: The Mediating Role of Self-Efficacy. CPJ 2025; 13 (3)
URL: http://jcp.khu.ac.ir/article-1-4068-en.html
URL: http://jcp.khu.ac.ir/article-1-4068-en.html
, hadi.parhon43@gmail.com
Abstract: (126 Views)
Abstract
The present study was conducted to examine the mediating role of self-efficacy in the relationship between inhibitory control, cognitive flexibility, and perceived organizational support and teachers’ job burnout.. Within the framework of the post-positivist paradigm, a quantitative approach was employed using a correlational design based on structural equation modeling.
A total of 370 teachers working in schools in Kermanshah during the 1403–1404 academic year were selected through convenience sampling. The following instruments were used for data collection: the Executive Functioning Scale (Holst & Thorell, 2018), the Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), the Perceived Organizational Support Questionnaire (Eisenberger et al., 1986), the Teacher Self-Efficacy Scale (Schannen-Moran & Woolfolk Hoy, 2001), and the Teacher Burnout Scale (Chang et al., 2020).Data were analyzed using SPSS 27 and SmartPLS 4 within the framework of structural equation modeling. The results indicated that the research model had a good fit with the data.
The findings revealed that inhibition control had a direct and significant effect on teacher burnout (β = -0.377, t = 3.264, p = 0.001) and on self-efficacy (β = 0.271, t = 3.750, p < 0.001). Cognitive flexibility influenced teacher burnout (β = -0.200, t = 3.064, p < 0.002) and self-efficacy (β = 0.244, t = 3.264, p < 0.001). Perceived organizational support affected teacher burnout (β = -0.273, t = 2.339, p = 0.020) and self-efficacy (β = 0.215, t = 2.887, p < 0.001). Self-efficacy had a direct effect on teacher burnout (β = -0.64, t = 4.96, p < 0.001; β = 0.616, t = 6.015, p < 0.001).
These results suggest that part of the predictive effect of inhibition control, cognitive flexibility, and perceived organizational support on teacher burnout can be explained by self-efficacy. Furthermore, the study variables collectively accounted for 63% of the variance in teacher burnout.
The present study was conducted to examine the mediating role of self-efficacy in the relationship between inhibitory control, cognitive flexibility, and perceived organizational support and teachers’ job burnout.. Within the framework of the post-positivist paradigm, a quantitative approach was employed using a correlational design based on structural equation modeling.
A total of 370 teachers working in schools in Kermanshah during the 1403–1404 academic year were selected through convenience sampling. The following instruments were used for data collection: the Executive Functioning Scale (Holst & Thorell, 2018), the Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), the Perceived Organizational Support Questionnaire (Eisenberger et al., 1986), the Teacher Self-Efficacy Scale (Schannen-Moran & Woolfolk Hoy, 2001), and the Teacher Burnout Scale (Chang et al., 2020).Data were analyzed using SPSS 27 and SmartPLS 4 within the framework of structural equation modeling. The results indicated that the research model had a good fit with the data.
The findings revealed that inhibition control had a direct and significant effect on teacher burnout (β = -0.377, t = 3.264, p = 0.001) and on self-efficacy (β = 0.271, t = 3.750, p < 0.001). Cognitive flexibility influenced teacher burnout (β = -0.200, t = 3.064, p < 0.002) and self-efficacy (β = 0.244, t = 3.264, p < 0.001). Perceived organizational support affected teacher burnout (β = -0.273, t = 2.339, p = 0.020) and self-efficacy (β = 0.215, t = 2.887, p < 0.001). Self-efficacy had a direct effect on teacher burnout (β = -0.64, t = 4.96, p < 0.001; β = 0.616, t = 6.015, p < 0.001).
These results suggest that part of the predictive effect of inhibition control, cognitive flexibility, and perceived organizational support on teacher burnout can be explained by self-efficacy. Furthermore, the study variables collectively accounted for 63% of the variance in teacher burnout.
Keywords: Cognitive control, Perceived organizational support, Self-efficacy, Structural equation modeling, Teacher burnout, Teachers.
Type of Study: Research |
Subject:
psychology of human behavior
Received: 2026/02/24 | Accepted: 2025/12/22 | Published: 2026/06/8
Received: 2026/02/24 | Accepted: 2025/12/22 | Published: 2026/06/8
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
