آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 131 |
| تعداد مقالات | 1,631 |
| تعداد مشاهده مقاله | 1,879,815 |
| تعداد دریافت فایل اصل مقاله | 1,741,140 |
The Relationship Between Job Demands-Resources and Iranian EFL Teachers’ Burnout: A Mixed-Methods Analysis | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 3، دوره 14، شماره 2، دی 2026، صفحه 31-54 اصل مقاله (739.17 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2026.31436.1961 | ||
| نویسندگان | ||
| Behnaz Rastegar1؛ Abbas Ali Zarei* 2؛ Hadi Heidari3 | ||
| 1Assistant Professor of TEFL, Department of English Language Teaching, Farhangian University, Tehran, Iran, | ||
| 2Professor of ELT, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| 3PhD in ELT, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| چکیده | ||
| In the demanding context of Iranian English as a Foreign Language (EFL) teaching, teacher burnout threatens instructional quality and retention, yet its association with job demands and resources remains underexplored. This study leverages the Job Demands–Resources (JD-R) model to investigate how workplace factors, specifically job demands like administrative overload, emotional labor, and resources including autonomy and colleague support shape burnout among Iranian EFL teachers, while probing cultural and contextual influences such as societal expectations and educational policies. A convergent complementary mixed-methods design was used in which the quantitative phase included 146 teachers across Iran using the Copenhagen Burnout Inventory and the JD-R questionnaire, using Kruskal-Wallis tests and pairwise comparisons. The qualitative phase involved semi-structured interviews with 39 teachers, analyzed through transcendental phenomenology using MAXQDA. Quantitative findings revealed that high job demands significantly amplify burnout, with teachers in high-demand groups reporting greater emotional exhaustion and cynicism, while abundant resources markedly reduce burnout. Qualitative insights illuminated key themes: structural demands like inadequate salaries, imposed curricula, and societal pressures such as unrealistic parental expectations exacerbate burnout, whereas resources like professional development and peer support serve as protective buffers. Teachers’ coping strategies, including exercise and adaptive teaching, alongside critiques of commercialized education and policy inefficiencies, further contextualize these dynamics. This study validates the JD-R model’s predictive power in Iran’s EFL context, highlighting the critical need for targeted interventions such as workload restructuring, enhanced training, and cultural awareness campaigns to mitigate burnout, bolster teacher resilience, and elevate educational outcomes. These findings offer actionable insights for policymakers and educators, with implications for global EFL settings facing similar challenges. | ||
| کلیدواژهها | ||
| Job Demands؛ Job Resources؛ Teacher Burnout | ||
| مراجع | ||
|
Aimi Roslan, N., Ann Ho, J., Imm Ng, S., & Sambasivan, M. (2015). Job demands and job resources: Predicting burnout and work engagement among teachers. International Proceedings of Economics Development and Research (IPEDR), 84, 138-147.
Arabahmadi, S., Mazandarani, O., Seyyedrezaei, H. & Seyyedrezaei, Z. S. (2023). Validation of an ecological model of teacher agency for Iranian EFL student teachers. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 11(1), 161-184. https://dx.doi.org/10.22049/jalda.2023.28234.1510
Bahramy Hidaji, M., Zoghi, M., Assadi, N. (2024). Contribution of gender, job demands, and resources to EFL teachers’ work engagement and work-related identity. Journal of Language and Translation, 14(3), 97-112. https://doi.org/10.30495/TTLT.2024.1046919
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273-285. https://doi.org/10.1037/ocp0000056
Bakker, A. B., & Demerouti, E. (2024). Job demands–resources theory: Frequently asked questions. Journal of Occupational Health Psychology, 29(3), 188.200. https://psycnet.apa.org/doi/10.1037/ocp0000376
Baleghizadeh, S., & Jula, A. (2024). Sense of self-efficacy and emotional intelligence as predictors of job satisfaction among Iranian EFL teachers. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 12(2), 161-194. https://doi.org/10.22049/jalda.2024.29316.1645
Barjesteh, H., Vijayaratnam, P., Rad, N. F., Rafsanjani, M. G., Isaee, H., & Gholipour, H. (2025). Unraveling the drivers of teacher exhaustion in language education: A deep drive into internal and external factors. Forum for Linguistic Studies, 7(3), 90–103. https://doi.org/10.30564/fls.v7i3.8338
Castro Silva, J., Peixoto, F., Galhoz, A., & Gaitas, S. (2026). Job demands and resources as predictors of well-being in Portuguese teachers. European Journal of Teacher Education, 49(1), 84–107. https://doi.org/10.1080/02619768.2023.2288552
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
Creswell, J. W., & Clark, P. V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
De Carlo, A., Girardi, D., Falco, A., Dal Corso, L., & Di Sipio, A. (2019). When does work interfere with teachers’ private life? An application of the job demands-resources model. Frontiers in Psychology, 10, 1-13. Article 1121. https://psycnet.apa.org/doi/10.3389/fpsyg.2019.01121
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
Divsar, H. (2026). Technostress dynamics in EFL teachers: First- and second-order SEM on computer self-efficacy, TPACK, burnout, academic resilience, support, and demographics. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 14(1), 177-198. https://doi.org/10.22049/jalda.2026.31100.1897
Esmaeilee, S., Mahdavi-Zafarghandi, A., Khalili Sabet, M., & Hassaskhah, J. (2025). Job crafting as a tool for cultivating reflective teaching: Insights from Iranian EFL teachers. Applied Research on English Language, 14(1), 53-80. https://doi.org/10.22108/are.2024.143096.2377
Field, L. K., & Buitendach, J. H. (2011). Happiness, work engagement and organizational commitment of support staff at a tertiary education institution in South Africa. SA Journal of Industrial Psychology, 37(1), 01-10. http://dx.doi.org/10.4102/sajip.v37i1.946
Ghafouri, M., Hassaskhah, J., Mahdavi Zafarghandi, A., & Khalili Sabet, M. (2025). To SPARK while suffering: An existential positive psychology approach to L2 teachers’ resilient mindset. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 13(2), 155-180. https://doi.org/10.22049/jalda.2025.30546.1790
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274. https://doi.org/10.3102/01623737011003255
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903
Hakanen, J. J., Bakker, A. B., & Turunen, J. K. (2024). The relative importance of various job resources for work engagement: A concurrent and follow-up dominance analysis. BRQ Business Research Quarterly, 27(3), 227-243. https://doi.org/10.1177/23409444211012419
Hlado, P., & Harvankova, K. (2024). Teachers’ perceived work ability: a qualitative exploration using the job demands-resources model. Humanities and Social Sciences Communications, 11, 1-10, Article 304. https://doi.org/10.1057/s41599-024-02811-1
Karanfil, F., & Khatami, M. (2021). The correlation between teachers' burnout and workload: The case of Iranian EFL teachers. Journal of Asia TEFL, 18(3), 1023-1031. https://doi.org/10.18823/ASIATEFL.2021.18.3.22.1023
Kristensen, T. S., Hannerz, H., Høgh, A., & Borg, V. (2005). The Copenhagen burnout inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192–207. https://doi.org/10.1080/02678370500297720
Khan, F., Yusoff, R. M. D., & Khan, A. (2014). Job demands, burnout and resources in teaching a conceptual review. World Applied Sciences Journal, 30(1), 20-28. doi: 10.5829/idosi.wasj.2014.30.01.21029
Kuckartz, U., & Rädiker, S. (2021). Using MAXQDA for mixed methods research. Routledge.
Lazarus, R., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Li, L. (2025). Burnout among Chinese EFL university instructors: a mixed-methods exploration of school climate, job demands, and emotion regulation. Frontiers in Psychology, 16, Article 1549466. https://doi.org/10.3389/fpsyg.2025.1549466
Lillelien, K., & Jensen, M. T. (2025). Digital and digitized interventions for teachers’ professional well-being: A systematic review of work engagement and burnout using the job demands–resources theory. Education Sciences, 15(7), 1-35s. https://doi.org/10.3390/educsci15070799
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://dx.doi.org/10.1002%2Fwps.20311
Moustakas, C. (1994). Phenomenological research methods. Sage Publications.
Pawlak, M., Zawodniak, J., & Kruk, M. (2024). Language teacher demotivation and burnout. In Tajeddin, Z., & Farrell, T. S. (Eds.) Handbook of Language Teacher Education (pp. 1-30). Springer. https://doi.org/10.1007/978-3-031-43208-8_7-1
Pishghadam, R., Adamson, B., Sheyesteh, S., & Kan, F. L. F. (2014). Conceptions of assessment and teacher burnout. Assessment in Education: Principles, Policy & Practice, 21(1), 34-51. https://doi.org/10.1080/0969594X.2013.817382
Rastegar, B., & Zarei, A. A. (2023). Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement. International Journal of Language Testing, 13(1), 44-66. https://doi.org/10.22034/ijlt.2022.353655.1182
Rezai, A., Azizi, Z., & Namaziandost, E. (2022). Is Iranian EFL teachers’ professional competence significantly correlated with their job performance? If yes, how much and how? Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 10(1), 13-34. http://dx.doi.org/10.22049/jalda.2022.27481.1368
Safari, I. (2020). A study on the relationship between burnout and job satisfaction of Iranian EFL teachers working in universities and schools. Journal on Efficiency and Responsibility in Education and Science, 13(4), 164-173. http://dx.doi.org/10.7160/eriesj.2020.130401
Safdari, S. (2022). Exploring where perceived teacher enthusiasm and learner engagement meet in the language classroom. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 10(2), 35-52. http://dx.doi.org/10.22049/JALDA.2022.27667.1413
Salmela-Aro, K., & Upadyaya, K. (2018). Role of demands-resources in work engagement and burnout in different career stages. Journal of Vocational Behavior, 108, 190–200. https://doi.org/10.1016/j.jvb.2018.08.002
Samadi, L., Bagheri, M. S., Sadighi, F., & Yarmohammadi, L. (2020). An investigation into EFL instructors’ intention to leave and burnout: Exploring the mediating role of job satisfaction. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1781430
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. http://dx.doi.org/10.4236/ce.2016.713182
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute.
Szabó, É., & Jagodics, B., (2014). Job demands versus resources: Workplace factors related to teacher’s burnout. Practice and Theory in Systems of Education, 9(4), 377-390.
Xing, Z. (2022). English as a foreign language teachers’ work engagement, burnout, and their professional identity. Frontiers in Psychology, 13, Article 916079. https://doi.org/10.3389/fpsyg.2022.916079
Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: A job demands-resources model. Frontiers in Psychology, 9, 1-13, Article 2395. https://doi.org/10.3389/fpsyg.2018.02395 | ||
|
آمار تعداد مشاهده مقاله: 387 تعداد دریافت فایل اصل مقاله: 78 |
||