A study of contextual precursors of burnout among EFL teachers

Rostami, Soroor; Ghanizadeh, Afsaneh; Ghapanchi, Zargham

doi:10.5861/ijrsp.2015.1025

Cited by 4 publications

(4 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We also found that age predicted depersonalization and personal accomplishment, with older participants reporting lower levels of depersonalization and higher levels of personal accomplishment than younger participants. With respect to depersonalization, our findings contradict a meta-analysis of correlates of burnout that found that higher ages were associated with higher levels of depersonalization [63]; our findings also contradicted a study that found that older participants report higher levels of emotional exhaustion and depersonalization [64]. However, the latter study also found, in line with our results, that older participants report higher levels of personal accomplishment.…”

Section: Discussioncontrasting

confidence: 63%

Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

Padmanabhanunni

Pretorius

2023

IJERPH

View full text Add to dashboard Cite

The important, frontline role of teachers during the COVID-19 pandemic has often gone unrecognized, and attention to their mental health and well-being is often only the focus of scholarly research. The unprecedented challenges that teachers faced during the COVID-19 pandemic and the stresses and strains associated with it have severely impacted their psychological well-being. This study examined the predictors and the psychological consequences of burnout. Participants (N = 355) were schoolteachers in South Africa who completed the Perceived Vulnerability to Disease Questionnaire, the Fear of COVID-19 Scale, the Role Orientation Questionnaire, the Maslach Burnout Inventory, the Centre for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Satisfaction with Life Scale, and the trait scale of the State-Trait Anxiety Inventory. The results of a multiple regression showed that fear of COVID-19, role ambiguity, and role conflict were significant predictors of emotional exhaustion and depersonalization, while perceived infectability and role ambiguity significantly predicted personal accomplishment. Gender and age also predicted emotional exhaustion and depersonalization, respectively, and age was also a significant predictor of personal accomplishment. Generally, the dimensions of burnout were significant predictors of indices of psychological well-being—namely, depression, hopelessness, anxiety, and life satisfaction—with the exception of the association between depersonalization and life satisfaction. Our results suggest that intervention efforts to reduce burnout need to provide teachers with adequate job resources to buffer against the demands and stressors associated with their work.

show abstract

Section: Discussioncontrasting

confidence: 63%

Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

Padmanabhanunni

Pretorius

2023

IJERPH

View full text Add to dashboard Cite

show abstract

“…According to the results, there were gender differences; female teachers were exhausted and felt more dissatisfied with their workload than male teachers and it was found that younger teachers had lower professional control. Rostami et al (2015) examined gender, age, and years of experience in teacher burnout. 120 teachers (60 secondary school and 60 institutes EFL teachers) completed the Maslach Burnout Inventory-Educators' survey (MBI-ES).…”

Section: Studies On Teacher Burnoutmentioning

confidence: 99%

The Correlation between Teachers’ Burnout and Workload : The Case of Iranian EFL Teachers

Karanfil¹,

Khatami²

2021

The Journal of AsiaTEFL

View full text Add to dashboard Cite

“…Investigating teachers' burnout merits serious attention since as Wright, Hom, and Sanders (1997, p. 63) rightly put it, "more can be done to improve education by improving the effectiveness of teachers than by any other single factor" and if teachers cannot function effectively due to burnout syndrome, the consequences of this problem "may be frustrating for both teachers and learners in the teaching and learning process" (Cephe, 2010, p. 25). Lots of studies have so far been conducted on teachers' burnout from different perspectives all over the world including in the Iranian context; nevertheless, the majority of studies done in Iran examined the possible relationships between burnout and different factors such as emotional intelligence (e.g., Alavinia & Ahmadzadeh, 2012;Jabbari & Homayoun, 2014;Vaezi & Fallah, 2011), emotional intelligence and reflectivity (Mahmoodi & Ghaslani 2014), autonomy (Javadi, 2014), creativity (Ghonsooly & Raeesi, 2012), biographical variables (Mehrabi & Radi, 2015), personality types (Sadeghi, Ofoghi, Niyafar, & Dadashi, 2015), age and years of teaching experience (Rostami, Ghanizadeh, & Ghapanchi, 2015), instruction procedures (Soleimani & Abbaszadeh, 2010), critical thinking (Yaghoubi & Habibinejad, 2015), teacher efficacy, teaching style, and emotional intelligence (Akbari & Tavassoli, 2011), personality and emotional intelligence (Pishghadam & Sahebjam, 2012), and self-efficacy (Marandi, Baghelani, & Azizi, 2015;Mashhady, Fallah, & Lotfi Gaskaree, 2012;Motallebzadeh, Ashraf, & Tabatabaee Yazdi, 2014). What is worthy of notice is that first, we need to know teacher burnout and to identify the factors which contribute to this problem and then, to investigate its relationship with other factors and variables.…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2016

MJLTM

View full text Add to dashboard Cite

As table 4.2 shows, Spearman's rho Correlation between sense of commitment and self-esteem is 0/09 and the level of significance of the variables is 0/06. Null hypothesis (H0) is rejected when the level of significance is less than 0/05 (sig < 0.05). Since the level of significance is 0/06 and more than 0/05(Sig=.06 > 0.05) with the confidance of %95, the null hypothesis (H0) is accepted that means there is not relationship between sense of commitment and self-esteem. Thus, the first hypothesis is rejected. Discussion of the findingsThe analysis of the data leaded to this conclusion that there is not meaningful relationship between sense of commitment and self-esteem. As stated by Organ (1988 cited in Devin et al, 2012 (Organizational Citizenship Behavior) OCB advances the effective operation of the organization and the self-efficacy and self-esteem of the employees. The impact of OCB on self-esteem may be attributed to the fact that teachers who work better in their job and have cooperative and helping behavior are more likely to believe in themselves and view themselves as being important and worthwhile. Organ views OCB as including of contributions of participant and may be chosen by the participant to join to the organization without thinking of formal award. Uçar and Ötken (2010) stated that the findings relating to organizational commitment reported a significant and positive relationship between self-esteem and commitment and showed that employees with high levels of self-esteem are more committed to their organizations than their low self-esteem colleagues. According to social identity theory, when people think that their organization appreciates and values them, this showed organizational respect for them (Tyler, 1999). This can be interpreted as a form of organizational support. Additionally, having a noticeable social identity involves seeing oneself as part of a larger whole (Rousseau, 1998). They can belong to multiple groups or collectives, including an organization, division and work team. This is likely to increase individuals' organizational commitment because it improves their social identity. Moreover, social identity is reflected in people's self-esteem (Chattopadhyay, 1999). Thus there is a relationship between organizational commitment and self-esteem. İhsan Sarı et al ( 2011) found that self-esteem positively correlated with overall commitment to team. ConclusionThe culture of workplace includes shared values and beliefs, working conditions and predictions about expectations (Schein, 1996 cited in Karslı & iskender, 2009. In education, one of the significant factors influencing the performance of teachers is the motivation levels of them. The task of motivating teachers should be firstly realized by school administrators. Teachers naturally are in the need of being approved and respected by school administrators and other teachers. They attempt to determine their place and roles in the school through comparing themselves with other teachers. If their need to be appreciated is taken into con...

show abstract

A study of contextual precursors of burnout among EFL teachers

Cited by 4 publications

References 36 publications

Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

The Correlation between Teachers’ Burnout and Workload : The Case of Iranian EFL Teachers

Untitled

Contact Info

Product

Resources

About