Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables
Publish place: Applied Research on English Language، Vol: 10، Issue: 1
Publish Year: 1400
Type: Journal paper
Language: English
View: 347
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Document National Code:
JR_AREUIT-10-1_002
Index date: 12 May 2021
Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables abstract
This study represents an investigation into the interplay of the English as a Foreign Language (EFL) teacher burnout and such teacher-related variables as emotional intelligence, personality traits, teaching experience, self-efficacy, school type, gender, academic degree and age. This is a research report of a study on 124 secondary school EFL teachers with BA, MA, and PHD academic degrees. Findings of correlation and sequential multiple regression analyses suggest that EFL teacher burnout is likely to result from several factors with emotional intelligence being by far the strongest predictor of them. It was also found that emotional intelligence and self-efficacy have a negative moderate correlation with teacher burnout. Strong correlations were also found between emotional intelligence and self-efficacy, age and self-efficacy, and age and experience. No significant relationship was found between burnout and age, experience or personality. Some critical points are raised for the education system in Iran and practical implications are suggested.
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Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables authors
Seyed Mohammad Reza Amirian
Department of English Language and Literature, Hakim Sabzevari
Hadi Masjedi
PhD Candidate, Department of English Language and Literature, Hakim Sabzevari University, Iran
Seyedeh Khadijeh Amirian
PhD Candidate, Department of Educational Psychology and Counseling, University of Tehran, Iran
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