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Showing 3 results for Burnout
Ramin Akbari, Kobra Tavassoli,
Volume 14, Issue 2 (9-2011)
Abstract
Nowadays, teachers are receiving more attention in the studies done in mainstream education since it is believed that they play the most important role in educational settings, and therefore their different aspects, such as teacher efficacy, burnout, teaching style, and emotional intelligence, have received great attention. Moreover, demographic characteristics of teachers are more examined these days since they are thought to play major roles in teachers’ performance in the classroom. Despite great attention to different aspects of teachers and their demographics in mainstream education, such studies are rare in the English Language Teaching field. This study was therefore designed to explore possible relationships among English language teachers’ sense of efficacy, burnout, teaching style, and emotional intelligence on the one hand, and to document probable differences among them with respect to teachers’ gender, degree, and experience on the other hand. To this end, four different instruments, one for each of the variables, were administered among 264 Iranian English language teachers. The findings showed significant even though not high correlations among some of the components of teacher efficacy, burnout, teaching style, and emotional intelligence, as well as significant differences among some the components of these variables with respect to teachers’ gender, degree, and experience. The results of this study can help teacher educators in dealing with different teachers since they will know about the variations among teachers’ performances in the classroom and the problems any teacher with certain characteristics may have.
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Volume 18, Issue 2 (9-2015)
Abstract
Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hundred and twenty EFL teachers along with 1,270 of their students participated in the study. To measure motivation, the Persian version of Dörnyei's L2 Motivation Self-System Scale was utilized. Three key components of the scale, namely, criterion measure, attitudes to L2 learning, and instrumentality promotion were employed in measuring motivation. To assess the role of family in motivating learners, another subscale of Dörnyei's questionnaire, i.e., family influence was used. To gauge teacher burnout, the educator version of the Maslach burnout inventory (MBI-ES) was used. Structural equation modeling (SEM) was run to analyze the causal relationships among the variables. The results revealed that teacher burnout negatively influenced learners' criterion measure and their attitudes to learning English. However, the path leading from teacher burnout to instrumentality promotion was not significant. Furthermore, three direct, positive, and significant paths leading from family influence to learners' criterion measure, instrumentality promotion, and attitudes to learning English were detected. Finally, findings are discussed with reference to the context of Iran.
Ghasem Barani, Zeynab Hedayati Katouli, Mohsen Davarzani,
Volume 28, Issue 1 (4-2025)
Abstract
Teachers as the heart of each educational system have been in danger of burnout according work-family interference. The following thesis relies on Hobfoll’s conservation of resources theory to investigate the association of work interference with family (WIF) and family interference with work (FIW) with burnout among the EFL teachers in Iran. The study also explores the moderating role of emotional intelligence (EI) in the relationship between work-family interference (WIF/FIW) and burnout. Data were collected from 155 EFL school teachers (male = 62, female = 93) in high schools in Iran using a questionnaire survey. These available participants were at the range age of 23 – 58, and they had different years of experience teaching at different public and private schools. The sampling strategy was informed by convenience sampling. Data were gathered through FIW five-item scale developed by Netemeyer et al., WIF five-item scale developed by Netemeyer et al., burnout 22-item scale, developed by Maslach et al., Wong and Law Emotional Intelligence Scale. Also the questionnaires were collected by the researcher and entered into PLS software for further analysis. The study utilized partial least squares path modeling to assess the proposed measurement and structural model. The design of this study is based on quantitative correlational design applied in Structural Equation Modeling (SEM). This study is utilized as a quantitative method of research in which three quantitative variables were examined, and it determines if there is any relationship among them. Findings reveal that WIF and FIW are positively associated with burnout. The association of WIF was found to be stronger than FIW with burnout. There is a statistically significant negative relationship between work-family interference and teachers’ burnout. Also, there is a significant relationship between family-work interference and teachers’ burnout. On the other hand, emotional intelligence does not moderate the relationship between family-work conflict and job burnout. This study provides some important implications for ministry of education, teachers and other stakeholders.
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