EFL Teachers’ Classroom Management Orientation, Self-Efficacy, Burnout, and Students’ L2 Achievement

Abstract

This correlational study examined the relationship among some English teachers’ characteristics and their students’ foreign language learning. Eighty-two Iranian high school teachers who taught English completed a battery of questionnaires. The scores of the teachers’ students on their final exam were collected as indicators of their English achievement. The results revealed that there was a positive relationship between the teachers’ self-efficacy, classroom management orientations, personal accomplishments (a subscale of burnout), and students’ L2 performance. However, the correlations between emotional exhaustion and depersonalization (two subcomponents of burnout) and students’ English learning were negative. Furthermore, the findings indicated that the teachers’ self-efficacy was the strongest predictor of learners’ English learning. These findings highlight the importance of such teachers’ characteristics for their learners’ L2 learning.

Impact of Teacher-Student Rapport in Learning English at the Tertiary Level in Bangladeshi Context

“…It is a mental condition when a teacher loses his lifeblood due to an excessively stressful work schedule. However, Mahmoodi et al (2022) argued that "burnout" was not a prime factor to impede second language learning for their samples; rather, classroom management and teachers' self-con dence led to the ultimate goal of language learning. Furthermore, Santana (2019) conducted an ethnographic study on two student groups.…”

Tingkah Laku Kepemimpinan Pengetua dan Kecerdasan Spiritual Guru Terhadap Pembentukan Efikasi Kendiri Guru

“…Dapatan ini juga selari dengan Mahmoodi, Hosseiniyar dan Samoudi (2022) iaitu guru-guru di Iran juga mempunyai tahap efikasi kendiri yang tinggi. Tambahan lagi menurut Mahmoodi et al, (2022) efikasi kendiri guru yang tinggi menyumbang kepada peningkatan prestasi murid, pengurusan bilik darjah yang efektif dan prestasi kendiri guru. Ringkasnya guru yang mempunyai efikasi kendiri yang tinggi mampu mewujudkan proses pengajaran dan pembelajaran yang bermakna serta mampu mengaktifkan sistem kognitif murid (Holzberger et al, 2013).…”

Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background

“…Although the trend of teaching English in elementary schools shows no signs of dwindling, leaving the school or institution to decide due to optional choice may reduce the value of the subject in the school environment. Several studies state that differences in expectations, environment, and educational background of learning show differences in the level of belief of the teachers (Al-Shukri, 2016;Astiani & Widagsa, 2021;Gilakjani & Sabouri, 2017;Mahmoodi et al, 2022;Sheu, 2019). Some language experts agree that belief is an essential issue in every field germane to the behaviour and learning of teachers and students (Ajzen, 1988;Gilakjani & Sabouri, 2017;Timmermans & Rubie-Davies, 2018).…”

“…If teachers have determined the abilities of their students afresh, they tend to be able to choose and modify learning appropriately (Xu, 2012). In teaching English, self-efficacy is the factor in inciting the teacher's belief in their abilities in diverse tasks either cognitively, affectively, or metacognitively, and is a decisive factor for students' achievements (Ghanizadeh & Moafian, 2009;Mahmoodi et al, 2022). The higher the teachers' efficacy level, the more effective their teaching methods.…”