The current study aims to recognize the nature of correlation between professional self-efficacy and each of job burnout and cognitive engagement of teaching staff members at Jouf University in Kingdom of Saudi Arabia. The study adopted the analytical descriptive approach and used three scales after ensuring psychometric characteristics concerning validity and reliability. During the second semester of 2022/2023, the study was conducted, as (256) teaching staff members responded to the three scales. Results indicated that the level of professional self-efficacy was high, and the level of job burnout was low, whereas the level of cognitive engagement was moderate. A positive correlation was found between professional self-efficacy and cognitive engagement, and a negative correlation between professional self-efficacy and job burnout. It was also indicated that teaching staff members do not differ according to gender, in each of professional self-efficacy, job burnout, and cognitive engagement, and they do not differ in self-efficacy and cognitive engagement according to academic rank, however, they differ in job burnout in favor of the lecturer rank that has a higher level of job burnout. Many recommendations were concluded based on the results of the study, including: the necessity of benefiting from the positive correlation between professional self-efficacy and cognitive engagement, and benefiting from the negative correlation between professional self-efficacy and job burnout, in developing teaching staff members.
Khawlah Khalifah Albarjas (Mon,) studied this question.