En el presente trabajo se ha investigado la relación entre autoeficacia, recursos escolares de afrontamiento y agotamiento docente en una muestra de 247 profesores españoles de secundaria distribuidos entre 21 centros educativos. Concretamente se trataba de examinar si la percepción que tienen los profesores de su propia autoeficacia docente y de la percepción de los recursos de apoyo disponibles en el centro educativo donde ejercen la docencia, actúan como factores moderadores (reductores) del agotamiento docente del profesor de secundaria. Los resultados obtenidos han puesto de manifiesto que los profesores que se autoperciben con alta eficacia para la instrucción y la gestión en el aula y además cuentan con muchos apoyos en el centro, tanto personales como materiales experimentan menos ansiedad, están más motivados, más satisfechos con su profesión y se implican más en su trabajo; y viceversa.
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