Document Type : Research Article

Authors

1 PhD Candidate in TEFL, Tabriz Branch, Islamic Azad University, Tabriz, Iran https://orcid.org/0000-0001-5454-6867

2 Assistant Professor of TEFL, English Department, Marand Branch, Islamic Azad University, Marand, Iran, https://orcid.org/0000-0002-8043-9608

3 Professor of TEFL, English Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran, https://orcid.org/0000-0002-1034-9404

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, 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.

Keywords

Main Subjects

Article Title [Persian]

هوش سیال و خودکارآمدی در فرسودگی شغلی معلمان زبان انگلیسی زن و مرد ایرانی: روابط و تفاوت‌های احتمالی

Authors [Persian]

  • سیده مریم موسوی 1
  • دکتر علی امیرقاسمی 2
  • دکتر مهناز سعیدی 3

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران

2 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد مرند، مرند، ایران

3 استاد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران

Abstract [Persian]

وضعیت روانی- عاطفی معلمان زبان خارجی در کیفیت عملکرد کلاسی آنها بسیار موثر است. خودکارآمدی و هوش سیال می­توانند به عنوان عوامل محافظت کننده در شرایط نامطلوب عمل کنند. هدف این مطالعه بررسی رابطه بین خودکارآمدی، هوش سیال و فرسودگی شغلی معلمان ایرانی زبان انگلیسی با توجه به جنسیت آنها است. به این منظور، 140 معلم زبان انگلیسی در محدوده سنی 20 تا 40 سال در مشهد به روش نمونه‌گیری قابل دسترس انتخاب شدند. آنها سه پرسشنامه RAPM (ماتریس های پیشرفته پیشرونده ریون)، OSTES (مقیاس اثربخشی معلمان ایالت اوهایو) و MBI-ES (میزان فرسودگی شغلی معلمان) را به ترتیب برای هوش سیال، خودکارآمدی و فرسودگی شغلی تکمیل کردند. برای تجزیه و تحلیل داده­ها از ضریب همبستگی پیرسون، رگرسیون چندگانه وتحلیل واریانس چند­متغیره استفاده شد. نتایج نشان داد که بین خودکارآمدی معلمان زن و مرد و هوش سیال رابطه مثبت و معناداری وجود دارد. یافته­ها نشان داد که بین خودکارآمدی معلمان زن و مرد و فرسودگی شغلی همبستگی منفی معناداری وجود دارد. همچنین، همبستگی بین هوش سیال و فرسودگی شغلی برای معلمان زن و مرد منفی بود. علاوه بر این مشخص شد که جنسیت عامل تعیین کننده­ای در فرسودگی شغلی معلمان زبان انگلیسی زبان ایرانی نیست. این مطالعه دارای تلویحات آموزشی برای سیاستگذاران آموزشی در ایران است.

Keywords [Persian]

  • فرسودگی شغلی
  • خودکارایی
  • هوش سیال
  • جنسیت
  • معلمان زبان انگلیسی
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