The construct of self-efficacy suggests a protective effect when coping with adversity. An
optimistic belief in one’s competence to deal with daily challenges enhances the motivation to engage in
constructive ways of coping. Thus, self-efficacious teachers would perceive the objective demands of
daily teaching as being less threatening than those teachers do who harbour self-doubts about their
professional performance. Successful adaptation to stressful demands, in turn, would prevent the
emergence of job burnout. (Schwarzer & Hallum, 2008).