The relationship between novice and experienced EFL teachers’ reflective teaching and their burnout

2017 ◽  
Vol 2 (3) ◽  
pp. 169-187
Author(s):  
Soha Kalantari ◽  
Shole Kolahi
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Negative Relationship ◽  
Teaching Experience ◽  
Maslach Burnout Inventory ◽  
Reflective Teaching ◽  
Content Type ◽  
Significant Negative Relationship ◽  
Efl Teachers ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout. Design/methodology/approach Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling. Findings The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout. Originality/value The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

scholarly journals The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 97
Author(s):  
Fahiemh SHAHRIARI
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
Multiple Intelligence ◽  
Language Teachers ◽  
Reflective Teaching ◽  
Significant Relationships ◽  
Efl Teachers ◽  
Research Questions ◽  
The Relationship ◽  
Pearson Correlations

The present study was an attempt to investigate the relationship between reflective teaching    and multiple intelligence ability of Iranian EFL teachers. In order to conduct the research, out of a total number of 130 EFL teachers from different English institute in Tehran, 80 of them with teaching experience between 4 to 6 years were selected by convenience sampling. The required data for this study came from two questionnaires. One reflective teaching questionnaire for assessing teachers’ reflectivity level in teaching and one multiple intelligence questionnaire for assigning teachers’ level of intelligence. In order to analyze the raw data of the research, descriptive statistics followed by Pearson correlations were run to answer the research questions. The findings of first question showed that there were statistically significant relationships between total multiple intelligence ability of   Iranian EFL teachers and reflective teaching. The results of second question showed that   out of 8 intelligence types, five of them namely natural intelligence, intrapersonal intelligence, interpersonal intelligence, logical intelligence, verbal intelligence were significantly associated with reflective teaching.  The findings of the present study may be beneficial to language teachers in Iranian EFL setting, education authorities and material developers who teaching English language is their concern

Corporate governance and dividends payout: are they substitutes or complementary?

2015 ◽  
Vol 9 (2) ◽  
pp. 177-194 ◽  
Author(s):  
Samuel Jebaraj Benjamin ◽  
Mazlina Mat Zain
Keyword(s):  
Corporate Governance ◽  
Agency Costs ◽  
Negative Relationship ◽  
Board Independence ◽  
Board Meeting ◽  
Dividend Payout ◽  
Content Type ◽  
Significant Negative Relationship ◽  
The Relationship ◽  
Unique Relationship

Purpose – This paper aims to furnish incremental insights on dividends and corporate governance (CG) by addressing the relationship between board meeting frequency and board independence with dividend payout. In particular, this study aims to investigate whether CG attributes are substitutes to control agency problem within the Malaysian context. Design/methodology/approach – This paper examines panel data on a sample of 114 Malaysian firms (798 observations) for seven years from 2002 to 2008. Findings – Based on 798 firm-year observations for the period from 2002 to 2008, the results show significant negative relationship between CG (board independence, board meeting frequency) and dividend payout. This suggests that CG and dividend payout are substitutes in reducing agency costs. Our study provides empirical evidence consistent with the “substitution argument”, indicating that firms with weak CG need to establish reputation by paying more dividends. Specifically, the findings indicate that firms with a higher proportion of independent directors and boards of director that meet more frequent pay lower dividends. Originality/value – This paper provides evidence on previously untested governance characteristics in relation to how they act as substitute mechanisms with dividends for reducing agency costs. The results builds a strong case for the fresh strand of knowledge on dividends and CG which tests each CG variables to understand each of its unique relationship with dividends in line with the dividends outcome or substitute theory.

scholarly journals The Relationship between Self-Regulated Strategies and Burnout: A Teacher Analysis in the EFL Context of Iran

2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Mojgan Karamooz ◽  
Mehry Haddad Narafshan
Keyword(s):  
English Language ◽  
Self Regulation ◽  
Negative Relationship ◽  
Predictor Variable ◽  
Research Participant ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Related Stress ◽  
The Relationship

<p><em>The deleterious effects of teacher burnout (academic-related stress) on academic outcomes have been previously established. However, teacher burnout’s relationship with self</em><em>-</em><em>regulated strategies as well as underlying factors contributing to their potential relationship </em><em>is</em><em> less understood. Consequently,</em><em> the present study examined the link between Iranian EFL teachers’ self-regulation and burnout at Kerman English language institutes. For this aim, a total of 101 English language teachers teaching in fifteen language institutes in Kerman took part in this study. The research participant selection was according to the convenience sampling. They completed two questionnaires: Teachers’ Self-Regulation Questionnaire (TSRQ) designed by Yesim et al. (2009), based on the model proposed by Zimmerman’s self-regulation (2000), and Teachers’ Burnout Questionnaire (TBQ) extracted from Pines et al. (1981) Burnout Scale. This study was a quantitative correlation survey of issue in which the relationship between predictor variable (self-regulation) and criterion variable (burnout) was analyzed. The findings yielded via correlation analysis documented that there was a significant negative relationship between applying self-regulated strategies and burnout. Subsequent data analyses showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. </em><em>It means that EFL teachers who establish goals for their teaching and attempt to accomplish them will be rarely at the risk of burnout.</em><em> </em><em></em></p><em></em>

scholarly journals EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

2017 ◽  
Vol 8 (2) ◽  
pp. 431 ◽  
Author(s):  
Mania Nosratinia ◽  
Zahra Moradi
Keyword(s):  
Rank Order ◽  
Teaching Experience ◽  
Reflective Teaching ◽  
Future Research ◽  
Motivational Strategies ◽  
Sense Of Efficacy ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Order Coefficient ◽  
The Relationship

The present study aimed at systematically investigating the relationship among EFL teachers' Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Sense of Efficacy (SE). The participants of the study were 194 male and female EFL teachers, between 20 to 30 years of age (Mage = 25) and with 1 to 10 years of teaching experience. The participants were asked to fill out three questionnaires: the RT questionnaire by Akbari, Behzadpour, and Dadvand (2010), the questionnaire of UMS by Cheng and Dörnyei (2007), and the questionnaire of SE by Tschannen-Moran and Woolfolk Hoy (2001). Analyzing the data through running the non-parametric Spearman's rank order coefficient of correlation indicated that there was a significant and positive correlation between RT and UMS, RT and SE, and between UMS and SE. Furthermore, running a multiple regression analysis revealed that RT could more significantly predict the SE among EFL teachers. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

scholarly journals The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 173-188 ◽  
Author(s):  
Ali Roohani ◽  
Mehdi Iravani
Keyword(s):  
Self Efficacy ◽  
Teacher Educators ◽  
School Administrators ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Structured Interview ◽  
Male And Female ◽  
Significant Difference ◽  
Efl Teachers ◽  
The Relationship

Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

scholarly journals Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers

2021 ◽  
Vol 2 (5) ◽  
pp. 1-10
Author(s):  
Parvinsadat Moslehi ◽  
Hadi Salehi
Keyword(s):  
Novice Teachers ◽  
Positive Relationship ◽  
Teaching Experience ◽  
Teacher Autonomy ◽  
Reflective Teaching ◽  
Strong Positive Relationship ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
The Relationship

The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.

Incidental specialised vocabulary acquisition: a case of incidental medical terms acquisition from students’ perspective

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Keyword(s):  
Negative Relationship ◽  
Extended Period ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Medical Terms ◽  
Significant Negative Relationship ◽  
Post Test ◽  
Two Phases ◽  
The Relationship ◽  
Technical Terms

This study observes a particular group of students learning medical terms (MT) implicitly through studying medical subjects. That is, based on the policy followed in the context of the study, students shall not receive any deliberate terms instruction. This paper investigates their experiences and attitudes towards acquiring MT in such a situation. Students’ acquisition and proficiency, hypothesizing a positive relationship between the two constructs, are self-assessed through pre- and post-test surveys. The surveys included 114 and 95 students in each phase, respectively. Prior to the surveys, focus group discussions were conducted, according to which the questionnaire was developed. A statistical correlational Pearson test was done to examine the relationship between students’ proficiency and incidental terms acquisition. The results indicated a significant negative relationship between the two constructs tested. The study also tested the effect of time on increasing acquisition through conducting a paired independent t-test between the two sets of data. The results found that a more extended period was significant to incidental acquisition. Overall, through comparing the means, modes, and medians in the two phases (pre- and post-test), the findings reveal an increase in the students’ terms acquisition volume. However, students seem not to favour the approach and still advocate explicit instruction for technical terms.

I'll manage myself: the moderator effect of positive framing on the relationship between organisational politics and engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Robinson James
Keyword(s):  
Work Engagement ◽  
Structural Equation ◽  
Harmful Effect ◽  
Negative Relationship ◽  
Partial Least Square ◽  
Least Square ◽  
Moderator Effect ◽  
Content Type ◽  
The Relationship ◽  
Organisational Politics

PurposeThis study aims to investigate the influence of organisational politics on work engagement and the moderator effect of positive framing on this relationshipDesign/methodology/approachData were collected from 241 public sector employees in Sri Lanka through a structured questionnaire and analysed with partial least square structural equation modelling (PLS_SEM).FindingsThe results indicated that organisational politics negatively influenced employees' work engagement, positive framing positively influenced engagement and weakened the negative relationship between politics and engagement.Practical implicationsThis study suggests that organisation and individuals must take the necessary steps to enhance work engagement. Organisations must be transparent in all activities to avoid employees' negative perception. Also, organisations need to take steps to recruit employees with positive framing or develop this competency through training and development. Individuals also need to take necessary steps to frame the work environment positively to enhance their engagement in work.Originality/valueThis study extends the literature by being the first to examine the positive framing as a moderator in the relationship between politics and engagement. This study found that positive framing as a resource reduced the harmful effect of organisational politics on engagement and suggested positive framing can be considered as a resource in the future investigation of the job demand–resource model.

scholarly journals Kecerdasan Emosi Dan Depresi Pada Mahasiswa Yang Sudah Menikah

2019 ◽  
Vol 6 (2) ◽  
pp. 146
Author(s):  
Azizah Fitriah
Keyword(s):  
Emotional Intelligence ◽  
Hypothesis Test ◽  
Negative Relationship ◽  
Field Research ◽  
Short Term ◽  
Significant Negative Relationship ◽  
Correlational Approach ◽  
The Individual ◽  
Married Students ◽  
The Relationship

Every human being will one day experience a tense period in the short term when facing known problems such as career pressures, family disputes or quarrels, material pressures, and personal despair, and we will think that this is depression, which is not is an important problem because it will resolve itself, but none of these fleeting conditions is depression. Good emotional intelligence can reduce aggression, especially in adolescents. Therefore, if emotions are managed successfully, the individual will be able to entertain themselves when overwritten by sadness, can release anxiety, moodiness or offense and rise quickly again from it all. This research is field research with a correlational approach, exploring the relationship between depression and emotional intelligence in married students. The results of the hypothesis test show that between emotional intelligence and depression in married students has a significant negative relationship (XY = -0.411; sig = 0.014 <0.05). This is in accordance with the data obtained from the SPSS 19 for Windows program, stating that r table 0.334 and r xy (r hit) -0.411, said to be significant if r xy = 0.411> r table = 0.334. In other words, the higher the emotional intelligence of students who are married, the lower the possibility of depression.

scholarly journals The relationship between inter-organizational trust and performance

2012 ◽  
Vol 60 (4) ◽  
pp. 89-98 ◽  
Author(s):  
Roman Fiala ◽  
Martin Prokop ◽  
Iva Živělová
Keyword(s):  
Structural Equation ◽  
Organizational Trust ◽  
Negative Relationship ◽  
Fit Indices ◽  
Supplier Performance ◽  
Significant Negative Relationship ◽  
Model Fit Indices ◽  
And Performance ◽  
Using Data ◽  
The Relationship

The article deals with an investigation of the relationship between inter-organizational trust and performance. Using data obtained in a questionnaire survey in 373 organizations with more than 20 employees with their seat in the Czech Republic, we found the relationship between inter-organizational trust and supplier performance, mediated by the level of conflict. Also, the statistically significant negative relationship between inter-organizational trust and costs of negotiation and the statistically significant positive relationship between supplier performance and perceived performance were confirmed. The hypothesis on the statistically significant relationship between inter-organizational trust and negotiating costs was not confirmed. The structural equation modelling technique was used in the calculations. The calculated model fit indices (CFI, NFI, NNFI) with values over 0.9 demonstrate a very good quality of the model.

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