Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?

The main aim of this study was to analyze if the relationship between students with special educational needs (SEN), especially students with ‘emotional needs’, and the high burnout rates of teachers is moderated by teacher self-efficacy (TSE). The moderated regression analyses did not reveal significant interaction effects, but we found, for instance, a strong relationship between depersonalization and number of students with SEN and replicated...