1. Applied Linguistics (Language Teaching and Learning)
Seyedeh Maryam Mousavi; Ali Amirghassemi; Mahnaz Saeidi
Abstract
Teachers' psycho-affective state is important to the quality of their classroom performance. Self-efficacy and fluid intelligence are thought of as being protective in adverse conditions. The purpose of this study was to investigate the correlation among Iranian EFL teachers' self-efficacy, fluid intelligence, ...
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Teachers' psycho-affective state is important to the quality of their classroom performance. Self-efficacy and fluid intelligence are thought of as being protective in adverse conditions. The purpose of this study was to investigate the correlation among Iranian EFL teachers' self-efficacy, fluid intelligence, and burnout. To this end, a quantitative research was conducted, and 140 EFL teachers within the 20-40 age range in Mashhad, Iran, were selected through convenience sampling. They filled up three questionnaires of RAPM (Raven’s Advanced Progressive Matrices), OSTES (Ohio State Teacher Efficacy Scale), and MBI-ES (Maslach Burnout Inventory-Educator’s Survey) for fluid intelligence, self-efficacy, and burnout, respectively. Pearson correlation coefficient, Multiple Regression, and MANOVA were used for analyzing the data. The results showed a significant positive relationship between the male and female teachers’ self-efficacy and fluid intelligence. Findings also revealed a significant negative correlation between the male and female teachers’ self-efficacy and burnout. Moreover, the correlation between fluid intelligence and burnout for both male and female teachers was negative. It was also found that gender is not a determining factor in Iranian EFL teachers' burnout. The study finds it essential for educational policymakers in Iran to devise programs to enhance language teachers' self-efficacy and fluid intelligence as potential protectors against burnout.
1. Applied Linguistics (Language Teaching and Learning)
Elahe Asadi; Hossein Bozorgian
Abstract
Teachers play an important role in providing training and upbringing services for the educational community. However, burnout is rampant among teachers in professional contexts. Therefore, it is necessary to identify the factors that lead to burnout and to investigate approaches to reduce the impact ...
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Teachers play an important role in providing training and upbringing services for the educational community. However, burnout is rampant among teachers in professional contexts. Therefore, it is necessary to identify the factors that lead to burnout and to investigate approaches to reduce the impact of these factors on teachers’ burnout levels. The purpose of this study was to investigate the relationship between burnout and foreign language teachers’ commitment to teaching service in Iran Language Institutes. In this study, we used observation, semi-structured interviews and Maslach burnout questionnaire (MBI), and Meyer and Allen's organizational and job commitment questionnaire (OOC) to assess the variance of teacher burnout and its relationship with teachers' commitment. English language teachers (N = 100) in Mazandaran province were invited to participate in this study. Data analysis showed that there was a negative relationship between teacher burnout and their commitment to teaching English. Descriptive statistics show that male teachers have more burnout than female teachers. Structural equation modeling (SEM) was performed for causal analysis. The concepts of organizational and job commitment and educational policy and burnout research were discussed. Accordingly, educational policymakers are suggested to provide programs to familiarize teachers with the syndrome and help them reduce burnout, which maximizes their performance in the classroom.
Ebrahim Khezerlou
Abstract
The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers, determining the teacher autonomy predictors of EE, DP and PA burnout processes, and exploring their cross-cultural roles. The MBI-ES was used to measure the perceived burnout levels ...
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The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers, determining the teacher autonomy predictors of EE, DP and PA burnout processes, and exploring their cross-cultural roles. The MBI-ES was used to measure the perceived burnout levels of the participants, and a self-developed Teacher Autonomy Scale (11 items) based on the six-component teacher autonomy model of LaCoe (2008) was employed to measure the participants’ autonomy perceptions in the areas of (a) pedagogy, (b) curriculum evaluation, (c) decision making and (d) problem solving. The internal consistency reliability of the 11-item scale was r=0.762. The results revealed that there was a slight significant difference between Iranian and Turkish groups only in EE processes, three dimensions of the teacher autonomy scale predicted the EE, DP and PA burnout processes, and its curriculum evaluation, problem solving, and decision making dimensions played discriminatory role in EE, DP and PA processes across Iranian and Turkish teachers.
