The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout

• Reflective dialogues between teachers were negatively related with teachers' burnout.
• Organizational politics within school were positively related with teachers' burnout.
• Collective teacher efficacy mediated between school climate and teacher's burnout.

This study examined the relationships between school organizational climate, collective teacher efficacy, and burnout in a sample of Korean middle school teachers. Using SEM, the results showed that school organizational climate reflecting higher levels of reflective dialogues was associated with both higher levels of collective teacher efficacy and lower levels of teachers' burnout. In contrast, school organizational climate reflecting higher levels of organizational politics was associated with lower levels of collective teacher efficacy, and did not have a direct effect on teachers' burnout. The relationship between school organizational climate and teachers' burnout was mediated by collective teacher efficacy.