Peranan Empati Sebagai Mediator dalam Hubungan Antara Burnout dan Self-Efficacy pada Guru Sekolah Dasar di Jakarta.

Teachers are transitioning from online learning to offline learning, a shift that naturally leads to accumulated stress, significantly heightening the risk of burnout. Teachers burnout is characterized as a prolonged response to emotional stress in the workplace, which can eventually have a detrimental effect on teachers' self-efficacy. Conversely, teachers' self-efficacy is positively associated with their empathetic abilities, defined as the capacity to understand and share the emotions of others. Consequently, the researcher selected teachers' empathy as a mediator in exploring the connection between teachers' burnout and self-efficacy. This study adopts a correlational and nonexperimental quantitative methodology, gathering data through surveys administered to 121 elementary school teachers in Jakarta, aged between 21 and 55, who teach grades 1 to 6. Self- Efficacy Scale, assesses teachers' self-efficacy levels. Manual Burnout Assessment Tool (BAT) measures teacher burnout, while the Basic Empathy Scale in Adults (BES-A) evaluates teacher empathy. The research findings indicate three key results: a negative association between burnout and self-efficacy among elementary school teachers in Jakarta (β = -0,3216, p = 0,0035), a negative impact of empathy on reducing burnout in this group (β = -0,377, p = 0,0032), and the mediating role of empathy between burnout and self-efficacy in elementary school teachers in Jakarta (β = -0,0013, p = 0,9411). [ABSTRACT FROM AUTHOR]