scholarly journals A Study on the Relationship Between Burnout and Job Satisfaction of Iranian EFL Teachers Working in Universities and Schools

2020 ◽  
Vol 13 (4) ◽  
pp. 164-173
Author(s):  
Ibrahim Safari
Keyword(s):  
Job Satisfaction ◽  
Foreign Language ◽  
Negative Correlation ◽  
Maslach Burnout Inventory ◽  
Iranian Population ◽  
Experienced Teachers ◽  
Efl Teachers ◽  
Job Conditions ◽  
First Time ◽  
The Relationship

A teacher plays an important role in the development of the students’ potential and helps to form their future. This research intends to study the degree of burnout and job satisfaction in English as a foreign language (EFL) teachers of universities and Schools in Iran, as well as their association with demographic characteristics. To measure teachers’ burnout, Maslach Burnout Inventory questionnaire was applied, which has also been validated by experienced teachers for the Iranian population and the Employee Satisfaction Inventory questionnaire, prepared for the Iranian population, was applied to estimate job satisfaction. Questionnaires were answered completely by 159 teachers, who work at universities and schools in Iran. After data analysis, the findings showed a negative correlation between teachers’ burnout and their job satisfaction; their experience relatively moderate burnout levels, and their job satisfaction level is high. The findings also represented that the type of workplace influences satisfaction regarding the factor “job conditions”. The study was for the first time that Iranian EFL teachers’ burnout and job satisfaction in universities and schools were investigated and the findings showed that by increasing the level of job satisfaction, the perceived burnout decreases, where burnout and job satisfaction presented medium to high negative correlation.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

scholarly journals Investigation of regulatory role of collective teacher efficacy in the effect of job satisfaction and satisfaction with life on professional burnout

2021 ◽  
Vol 11 (1) ◽  
pp. 234-250
Author(s):  
Mevlüt Aydoğmuş ◽  
Hüseyin Serçe
Keyword(s):  
Job Satisfaction ◽  
Teacher Efficacy ◽  
Satisfaction With Life ◽  
Maslach Burnout Inventory ◽  
Regulatory Role ◽  
Satisfaction With Life Scale ◽  
Collective Teacher Efficacy ◽  
Professional Burnout ◽  
The Relationship

This study examined the effect of job satisfaction and satisfaction with life on perceptions of teachers' professional burnout and the regulatory role of collective teacher efficacy perception by conducting applied research on teachers who work in different educational settings. The measuring tools were "Maslach Burnout Inventory", "Short Form Minnesota Satisfaction Questionnaire", "Satisfaction with Life Scale" and "Collective Teacher Efficacy Scale". The findings of the research showed that: Teachers' perceptions of job satisfaction and satisfaction with life negatively affected their perceptions of professional burnout. Collective teacher efficacy had a regulatory effect on the relationship between satisfaction with life and professional burnout, and on the relationship between job satisfaction and professional burnout.

Pregnantie Van Context en Effect Ervan op Het Raden, Leren en Onthouden Van Vreemdtalige Woorden

1989 ◽  
Vol 34 ◽  
pp. 32-41
Author(s):  
Jan-Arjen Mondria
Keyword(s):  
Foreign Language ◽  
Negative Correlation ◽  
Classroom Setting ◽  
Word Form ◽  
Sentential Context ◽  
Learning Stage ◽  
Negative Effect ◽  
And Function ◽  
The Relationship ◽  
Insight Into

This paper reports research into the acquisition of vocabulary in a foreign language, more specifically into the supposition that 'guessing' (i.e. inferring the meaning of an unknown word from context and word-form) contributes substantially to retention. Although much is to be said for the latter, the empirical underpinning of this supposition has so far been slight and various questions have remained. In order to gain a better insight into these we have carried out an experiment in a classroom setting, focussing on the following questions: 1.Which factors of context influence the guessability of words? 2.What is the influence of these factors on receptive retention (after guessing and learning)? 3.What is the relationship between guessing and retention? (Are words which have been correctly guessed better retained than words which have not been correctly guessed?) The chief findings of the experiment are: l.A specific ('pregnant') filler of the slots 'subject', 'verb' and 'function' contributes to the guessability of a word in a particular sentential context. 2. A specific ('pregnant') filler of the slots mentioned in guessing and learning has no effect on the retention ('subject' and 'verb') or even a negative effect ('function'). 3.There is no positive correlation between guessing and retention (after guessing and learning; for some words there is even a negative correlation. To sum up: a 'pregnant' context does indeed induce better guessing, but subsequently it does not induce a better retention of the meaning involved, at least not if the guessing stage is followed by a learning stage using the same context as in guessing.

scholarly journals The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity

2018 ◽  
Vol 41 (4) ◽  
pp. 468-487 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Classroom Practices ◽  
Well Being ◽  
Self Control ◽  
Trait Emotional Intelligence ◽  
Dependent Variables ◽  
Efl Teachers ◽  
Positive Correlations ◽  
The Relationship

Abstract This paper reports an investigation into the relationships between global trait emotional intelligence (Trait EI), as well as the four factors that constitute it (well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and sociability were significantly positively correlated with most dependent variables while emotionality and self-control were significantly correlated with a number of dependent variables. Global Trait EI and emotionality were significantly positively linked to the English proficiency of English foreign language users but not to that of the English L1 users. The pedagogical implication is that having a sufficient level of Trait EI helps teachers deal effectively with their own and their students’ emotions.

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 Professional Development of EFL Teachers through Rotatory Peer Supervision

2018 ◽  
Vol 20 (2) ◽  
pp. 101-117 ◽  
Author(s):  
Samrand Amini ◽  
Javad Gholami
Keyword(s):  
Foreign Language ◽  
Experienced Teachers ◽  
Experienced Teacher ◽  
Peer Supervision ◽  
English As Foreign Language ◽  
Constructive Feedback ◽  
Efl Teachers ◽  
Language Schools ◽  
Teacher Supervisors ◽  
Novel Model

Abstract Supervision in Iranian private language schools is carried out by one experienced teacher supervisor with too much authority. This paper reports a novel model of supervision, namely rotatory peer-supervision, in which supervision is delegated to English as foreign language (EFL) teachers themselves. In rotatory supervision, experienced teachers take turns observing each other’s classes and those of their less experienced colleagues and providing constructive feedback. In this study, we investigated the possibility of employing teachers as supervisors and analyzed what they focused and what type of supervisory feedback they provided. While observing their peers’ classes on a rotatory basis for 16 sessions, four experienced teachers evaluated their peer’s teaching performance using a researcher-made classroom observation checklist after receiving a sandwich course on providing constructive supervisory feedback. Their evaluative comments were categorized in terms of compliments, criticisms, and suggestions. The findings revealed that the teacher-supervisors offered compliments much more than criticisms and suggestions. Moreover, critical comments were offered using non-accusatory, mitigated, and face-saving language. This study calls for further recognition of rotatory peer supervision as a viable alternative to the practiced models and further research on this under-researched topic.

scholarly journals Exploring the Consequences of Teachers’ Self-efficacy: A Case of Teachers of English as a Foreign Language

2020 ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

Abstract Teacher self-efficacy, as a socio-affective concept, has been abundantly studied in relation to different factors. However, it seems that the consequences of teachers' self-efficacy have not been appropriately explored to the present date. The present study aimed at investigating the consequences of EFL teachers' teaching self-efficacy. In so doing, a qualitative research method was used. The data were collected through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has three main consequences: pedagogical, learner-related, and psychological. Each of these consequences has several sub-categories. It can be concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

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.

School Counselors’ Perceived Stress, Burnout, and Job Satisfaction

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1878246 ◽  
Author(s):  
Patrick R. Mullen ◽  
Ashley J. Blount ◽  
Glenn W. Lambie ◽  
Nancy Chae
Keyword(s):  
Job Satisfaction ◽  
School Counselors ◽  
Perceived Stress ◽  
Negative Correlation ◽  
School Level ◽  
Strong Negative Correlation ◽  
Training And Supervision ◽  
The Relationship

We examined the relationship between perceived stress, burnout, and job satisfaction among school counselors. Results indicated that school counselors’ perceived stress and burnout were negatively related to their age and experience. Respondents also reported that stress, burnout, and job satisfaction did not differ based on their school level. Participants’ perceived stress and burnout had a strong negative correlation with job satisfaction; however, burnout mediated the relationship between perceived stress and job satisfaction. We discuss the findings in light of training and supervision.

Sign in / Sign up

Export Citation Format

Share Document