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)
Samira Atefi Boroujeni; Mohammad Hassan Tahririan; Katayoon Afzali
Abstract
It is frequently affirmed that EFL teachers face many stressors at work. While they keep experiencing perturbations that may cause fluctuations in their efficacy, immunity acts as a buffer and allows teachers to carry on performing academically in the classroom and emotionally and psychologically over ...
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It is frequently affirmed that EFL teachers face many stressors at work. While they keep experiencing perturbations that may cause fluctuations in their efficacy, immunity acts as a buffer and allows teachers to carry on performing academically in the classroom and emotionally and psychologically over the course of their careers (Thelen, 2005). The present study adapted a mixed-method design to investigate the distribution of the participants across different immunity types and also the destabilizing events which triggers Iranian EFL teachers' immunity. To fulfill this aim, 204 English teachers from two provinces of Iran (Isfahan and Charmahal Bakhtiari) took part in the study. To collect the data, Language Teacher Immunity Questionnaire (Hiver, 2016), reflective journal, and interview were utilized. The data gathered via questionnaire were subjected to descriptive analysis and cluster analysis while the qualitative data were analyzed through the three-stage coding process of grounded theory. The results of the qualitative analysis led to the identification of three immunity types, namely, productively immunized, maladaptively immunized, and immunocompromised with maladaptively immunized teachers having the highest rate of distribution among the participants. The results of the study further identified 3 categories of educational, organizational, and personal triggers along with 14 subcategories among Iranian EFL teachers. The findings of the study can have implications for teachers, stakeholders, and policy-makers to help teachers foster their immunity against stressors and avoid fatigue and burnout.