The aim of this study is to investigate the mediating role of perceptions of collective efficacy in the relationship between teachers’ professional burnout and organizational commitment. The study group consisted of 377 teachers working at different levels of education in central districts of Konya. Data were obtained by using Demographic Information Form, Collective Teacher Self-Efficacy Scale, Organizational Commitment Scale and Maslach Burnout Inventory. The relationships between the variables were analysed by using Structural Equation Modeling. Our results indicate that teachers’ perceptions of burnout affected both their organizational commitment and perceptions of collective efficacy negatively. It was found that perceptions of collective efficacy had a partial mediating role in the relationship between professional burnout and organizational commitment. As teachers’ perceptions of professional burnout are increased, their tendency to display organizational commitment increases.



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