The role of time perspectives in Language Teachers’ Burnout

Meidani, Elham Naji; Pishghadam, Reza; Shakeebaee, Golshan

doi:10.1007/s12144-019-00456-x

Cited by 11 publications

(20 citation statements)

References 57 publications

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“…It reflects students' investment in studying, which can contribute to improving the outcomes of studying and subsequently their ability. For example, some studies suggested that study engagement could predict students' academic performance (Tuominen-Soini & Salmela-Aro, 2014), study success (Schaufeli et al, 2002), and career achievement (Meidani et al, 2019). Therefore, it is essential to investigate how to promote college students' study engagement.…”

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confidence: 99%

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Zhang

Feng

2020

Psychology in the Schools

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Sufficient engagement in studying promotes students' academic performance and ability to compete in the job market. In this study, we explore the role of future focus and dispositional awe in stimulating college students' study engagement. To examine our hypotheses, we conducted a questionnaire survey with 237 students from a national college in China. The results indicate that future focus is positively related to study engagement and that self-esteem mediates this relationship. Moreover, the mediating effect of self-esteem is moderated by dispositional awe such that the mediation relationship is weaker when the level of awe is higher. Implications and directions for future research are discussed. K E Y W O R D S dispositional awe, future focus, self-esteem, study engagement 1 | INTRODUCTION "You have to study hard for a better future!" Students have always heard these words from their teachers or parents and it's a common and effective incentive. Besides, scholars reveal that focusing on one's future is the key to goal pursuit in meaningful life (Andre et al., 2019). However, numerous students are indulged in the present temptation (e.g., internet or social networking sites) when they come to colleges. These activities may have many negative effects on study engagement, such as skipping class, playing games in classes, losing interest in learning, refusing to participate in social activities, and even dropping out (Li et al., 2019; Wang et al., 2018). These students ignore the truth that higher education is future-oriented as it contains the utility

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confidence: 99%

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Zhang

Feng

2020

Psychology in the Schools

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“…Upon consideration of Maslach and Leiter's (2008) construct of burnout, a handful of studies had examined language teacher' exhaustion, depersonalization and reduced accomplishment. In these studies, it was observed that overwhelming teaching conditions led to high levels of burnout, which in turn work to the detriment of language education among teachers and learners (Meidani et al, 2019;Sadeghi & Khezrlou, 2016).…”

Section: Résumémentioning

confidence: 99%

“…The concept of burnout was later extrapolated beyond the healthcare system to institutional and organizational contexts where other service types are provided and which require contact with people (Meidani et al, 2019). In educational institutions, burnout and its three dimensions are explored through the Maslach Burnout Inventory (Maslach et al, 1997), or minor adaptations of this inventory.…”

Section: Teacher Burnout In Language Educationmentioning

confidence: 99%

“…In educational institutions, burnout and its three dimensions are explored through the Maslach Burnout Inventory (Maslach et al, 1997), or minor adaptations of this inventory. In language education, this inventory has been administered in various education contexts which include elementary schools (Mukundan et al, 2015), secondary schools (Sadeghi & Khezrlou, 2016), high schools (Heidari & Gorjian, 2017), (Meidani et al, 2019) and higher education (M. Rezvani & S. Rezvani, 2017). As in other areas of education, results indicate that teachers experience substantial levels of burnout which work not only to the detriment of their well-being, but also to the detriment of their professional interest and teaching performance (Meidani et al, 2019).…”

Section: Teacher Burnout In Language Educationmentioning

confidence: 99%

“…In language education, this inventory has been administered in various education contexts which include elementary schools (Mukundan et al, 2015), secondary schools (Sadeghi & Khezrlou, 2016), high schools (Heidari & Gorjian, 2017), (Meidani et al, 2019) and higher education (M. Rezvani & S. Rezvani, 2017). As in other areas of education, results indicate that teachers experience substantial levels of burnout which work not only to the detriment of their well-being, but also to the detriment of their professional interest and teaching performance (Meidani et al, 2019). They also negatively affect the well-being of the learners, as learners become sensitive to teacher burnout and experience negative reactions such as stress and anxiety (M. Rezvani & S. Rezvani, 2017), low achievement, and learner-teacher rapport deterioration (Heidari & Gorjian, 2017).…”

Section: Teacher Burnout In Language Educationmentioning

confidence: 99%

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University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

Izquierdo

Caraveo

Villegas

et al. 2021

Íkala

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This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.

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