Language Teachers’ Burnout and Gender

Jamshidirad, Mahboobeh; Mukundan, Jayakaran; Nimehchisalem, Vahid

doi:10.7575/ijalel.v.1n.4p.46

Cited by 9 publications

(8 citation statements)

References 25 publications

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“…Some studies have found that male teachers were more subject to burnout than females (31,32) and this is in accordance with our own findings. However, other studies have reported that female teachers experienced burnout more than males (27,33) or that there was no difference in burnout rates (34). In a 1992 study, it was reported that men and women suffered burnout in similar ways but they differed in what they experienced as stressors (35).…”

Section: Discussionmentioning

confidence: 98%

Burnout among primary school teachers in Iraq: prevalence and risk factors

Al-Asadi

Khalaf

Al-Waaly

et al. 2018

East Mediterr Health J

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Section: Discussionmentioning

confidence: 98%

Burnout among primary school teachers in Iraq: prevalence and risk factors

Al-Asadi

Khalaf

Al-Waaly

et al. 2018

East Mediterr Health J

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“…A few Malaysian studies examined the likelihood of teacher burnout among different types of teacher demographics, prior to the COVID-19 pandemic. These studies have so far only examined teacher demographics like gender, age, teaching contexts, and personal commitments as possible contributing factors of teacher burnout (Jamshidirad et al, 2012;Mukundan & Ahour, 2010;Mukundan & Khandehroo, 2011) but none had associated teacher burnout with inclusive teaching, teaching efficacy, and teachingrelated knowledge and skill competency. Given the additional demands of high technology proficiency and having to cope with the challenges of sustaining students' attention remotely, an examination of the relationship between attitudes of teachers towards inclusive education, their teaching-efficacy, TPACK, and burnout during ERT will provide insights that could potentially support the development of effective inclusive education in ERT classrooms.…”

Section: Burnoutmentioning

confidence: 99%

Primary School Teachers’ Implementation of Inclusive Education during Emergency Remote Teaching in Malaysia: Findings from a Small-Scale Study

Jothinathan¹,

Lim²,

Wong³

2022

APJEE

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The rapid shift to online teaching or emergency remote teaching (ERT) following the COVID-19 pandemic requires a high level of inclusiveness in teaching efforts to ensure children who are at risk for learning are not left behind. Using a mixed-method design, this small-scale study (a) explored the relationship between Malaysian private and international primary school teachers’ attitude towards inclusive teaching during ERT, teaching efficacy, TPACK mastery, and burnout, and (b) identified ERT-specific factors that are associated with the teachers’ attitudes and experiences during ERT. A total of 28 teachers participated in an online survey that comprised four established scales to measure the teachers’ inclusive attitude, teaching efficacy, TPACK, and teacher burnout. The online survey also consisted of open-ended questions about their ERT teaching experiences. Two of the teachers who completed the questionnaire were then interviewed online. Attitude towards inclusive teaching was not correlated with all other variables, but (a) teaching efficacy correlated positively with TPACK mastery, and (b) high teaching efficacy, and high TPACK correlated with low burnout. Thematic analysis of the qualitative data generated four themes that supported the correlational findings: inclusion attitude during ERT, exclusion strategies, prolonged online teaching at home, and parental involvement. Findings imply that pre-pandemic inclusive teaching practices and TPACK were insufficient to fully support inclusive teaching attitude during ERT. New inclusive practices that support prolonged online teaching and effective parental involvement are needed to prevent digital exclusion during ERT. This small-scale study challenged the accessibility of online teaching during ERT and calls for the need to modify or reinvent our understanding of effective support for students with additional needs in fully online and distance learning conditions.

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“…They reported significantly high levels (p = .001) of DP (M = 16.7, SD = 6.12), EE (M = 31.30, SD = 8.33) and reduced PA (M = 26.1, SD = 8.47). In another study in Malaysia, Jamshidirad, Mukundan and Nimehchisalem (2012) reported low to moderate levels of EE and DP but moderate to high levels of PA in their small sample of 28 English language teachers.…”

Section: Burnout Among English Language Teachersmentioning

confidence: 90%

Contribution of Gender, Marital Status, and Age to English Language Teachers’ Burnout

Mousavy

Nimehchisalem

2014

ALLS

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Teaching is a stressful job and can lead to teachers' burnout. Teachers feel burned out when they experience high levels of emotional exhaustion and depersonalization but low levels of personal accomplishment (Maslach, 1999). A wealth of research is available on this subject but the findings are inconsistent. The present study surveyed the level of burnout among a randomly selected group of English language teachers (n = 315) in Malaysia. It also investigated whether these teachers' gender, age and marital status could significantly contribute to their burnout levels. Maslach's Burnout Inventory (Maslach & Jackson, 1986) was used to collect the data. According to the results, the teachers suffered from significantly high levels of burnout in reference to their PA scores. In comparison with the male teachers, female teachers reported significantly higher levels of burnout considering their emotional exhaustion ( p = .008), depersonalization (p = .002) and personal accomplishment (p = .000). Additionally, older teachers (aged ≤ 40) were significantly more burned out than their younger colleagues (aged ≥ 30), regarding their depersonalization (p = .001) and personal achievement (p = .000) mean scores. Finally, married teachers indicated significantly higher levels of burnout compared with those who were not married. The study is expected to have useful implications for teachers, administrators, and researchers.

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Language Teachers’ Burnout and Gender

Abstract: This paper is licensed under a Creative Commons Attribution 3.0 License.

Cited by 9 publications

References 25 publications

Burnout among primary school teachers in Iraq: prevalence and risk factors

Burnout among primary school teachers in Iraq: prevalence and risk factors

Primary School Teachers’ Implementation of Inclusive Education during Emergency Remote Teaching in Malaysia: Findings from a Small-Scale Study

Contribution of Gender, Marital Status, and Age to English Language Teachers’ Burnout

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