تعداد نشریات | 5 |
تعداد شمارهها | 108 |
تعداد مقالات | 1,228 |
تعداد مشاهده مقاله | 1,147,651 |
تعداد دریافت فایل اصل مقاله | 1,007,032 |
EFL Teachers’ Burnout Levels and Their Commitment to Iran Language Institute | ||
Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
مقاله 8، دوره 10، شماره 2، دی 2022، صفحه 95-115 اصل مقاله (269.93 K) | ||
نوع مقاله: Research Article | ||
شناسه دیجیتال (DOI): 10.22049/jalda.2022.27890.1436 | ||
نویسندگان | ||
Elahe Asadi1؛ Hossein Bozorgian* 2 | ||
1MA Student of ELT, Rudaki Higher Education Institute, Tonekabon, Iran | ||
2Associate Professor of TEFL, English Language and Literature Department , Faculty of Literature and Foreign Languages ,University of Mazandaran, Babolsar, Iran https://orcid.org/0000-0002-1837-9763 | ||
چکیده | ||
Teachers play an important role in providing training and upbringing services for the educational community. However, burnout is rampant among teachers in professional contexts. Therefore, it is necessary to identify the factors that lead to burnout and to investigate approaches to reduce the impact of these factors on teachers’ burnout levels. The purpose of this study was to investigate the relationship between burnout and foreign language teachers’ commitment to teaching service in Iran Language Institutes. In this study, we used observation, semi-structured interviews and Maslach burnout questionnaire (MBI), and Meyer and Allen's organizational and job commitment questionnaire (OOC) to assess the variance of teacher burnout and its relationship with teachers' commitment. English language teachers (N = 100) in Mazandaran province were invited to participate in this study. Data analysis showed that there was a negative relationship between teacher burnout and their commitment to teaching English. Descriptive statistics show that male teachers have more burnout than female teachers. Structural equation modeling (SEM) was performed for causal analysis. The concepts of organizational and job commitment and educational policy and burnout research were discussed. Accordingly, educational policymakers are suggested to provide programs to familiarize teachers with the syndrome and help them reduce burnout, which maximizes their performance in the classroom. | ||
کلیدواژهها | ||
burnout؛ English language teacher؛ teachers’ commitment؛ teachers’ role | ||
مراجع | ||
Arik, A., & Turunc, O. (2016). The role of demographic factors in the relationship between burnout and organizational commitment: A research in the education sector. Toros Universities İİSBF Social Balmier Derision, 109-130. http://dx.doi.org/10.1016/j.apnr.2017.02.011
Akdemir, O. (2019). The effect of teacher burnout on organizational commitment in Turkish context. Journal of Education and Training Studies, 7(4), 171-179. https://doi.org/10.11114/jets.v7i4.4067
Bulut, M. B. (2017). The relationships between organizational commitment, personality traits, and burnout levels of academicians. Uluslararası Social Araştırmalar Dergisi, 10(50), 362-370. http://doi.org.10.17719/jisr.2017.1668
Bettini E., Cumming M. M., Merrill K. L., Brunsting N. C., & Liaupsin C. J. (2017). Working conditions in self-contained settings for students with emotional disturbance. The Journal of Special Education, 51(2), 83–94. https://doi.org/10.1177/0022466916674195
Brasfield, M. W., Lancaster, C., & Xu, Y. J. (2019). Wellness as a mitigating factor for teacher burnout. Journal of Education, 199(3), 166–178. https://doi.org/10.1177/0022057419864525
Berkovich. I, & Bogler. R. (2020). Conceptualizing the mediating paths linking effective school leadership to teachers’ organizational commitment. Educational Management Administration & Leadership Journal, 199(3), 1-20. https://doi.org/10.1177/1741143220907321
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approach. SAGE.
Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41(6), 603– 627. http://doi.org/10.1177/0042085906292512
Day, C. (2008). Committed to life? Variations in teachers’ work, lives, and effectiveness. Journal of Educational Change, 9, 243–260. http://doi.org/10.1007/s10833-007-9054-6
DeJonckheere, M., & Vaughn, L. M. (2019). Semi-structured interviewing in primary care research: A balance of relationship and rigor. Family Medicine and Community Health Journal, 7(2), 128-139. https://doi.org/10.1177/0042085906292512
reudenberger, H. (1974). Staff burnout. Journal of Social Issues 30(1), 159–165. http://doi.org/10.1111/j.1540-4560.1974.tb00706
Fathi, J., & Rostami, E. (2018). Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL teachers: The mediating role of teaching commitment. Journal of Teaching Language Skills, 37(2). 33-64. http://doi.org/10.22099/jtls.2019.30729.2572
Ghanizadeh, A., & Jahedizadeh, S. (2014). Teacher burnout: A review of sources and ramifications. British Journal of Education, Society and Behavioral Science, 6(1), 24-39. http://dx.doi.org/10.9734/BJESBS/2015/15162
Ghanizadeh, A., & Jahedizadeh, S. (2015). De-motivators and their association with burnout and language achievement in an Iranian EFL context. Journal of Teaching Language Skills, 77(3), 1-32. https://civilica.com/doc/1185828
Habib, H. (2020). Organizational commitment among secondary school teachers in relation to job burnout. Shan Lax International Journal of Education, 8(3), 72-76. https://doi.org/10.34293/education.v8i3.2760
Hanson, J. (2021). Research-to-resource: Confronting and overcoming music teacher burnout. Update: Applications of Research in Music Education, 40(1), 5-9. http://doi.org/10.1177/87551233211019999
Littman-Ovadia, H., Lavy, S., & Boiman-Meshita, M. (2017). When theory and research collide: Examining correlates of signature strengths use at work. Journal of Happiness Studies 18(2), 527–548. https://doi.org/10.1007/s10902-016-9739-8
Lavy, S., & Bocker, S. (2018). A path to happiness? A sense of meaning affects relationships, which affect job satisfaction: Evidence from two studies of teachers. Journal of Happiness Studies, 19(5), 1439–1463. https://doi.org/10.1007/s10902-017-9883-9
Lavy, S. (2022). A meaningful boost: Effects of teachers’ sense of meaning at work on their engagement, burnout, and stress. AERA Journal, 8(1), 1-14. http://doi.org/10.1177/23328584221079857
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Occupational Behaviour, 2(2), 99-113. https://doi.org/10.1002/job.4030020205
Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1) 61–89. https://doi.org/10.1016/1053-4822(91)90011-Z
Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations, and occupations: Extension and test of a three-component conceptualization. Applied Psychology, 78(4), 538–551. https://psycnet.apa.org/doi/10.1037/0021-9010.78.4.538
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach burnout inventory manual (3rd Ed.). California Consulting Psychologists Press.
Maslach, C., & Leiter, M. P. (1997).The truth about burnout: How organizations cause personal stress and what to do about it. Josey-Bass.
Meyer, J. P. and Allen, N. J. (1997). Commitment in the workplace: Theory, research and application. Sage.
Moneto, B. G. (2011). Need for achievement, burnout, and intention to leave: Testing an occupational model in educational settings. Personality and Individual Differences, 274–278. http://doi.org/10.1016/j.paid.2010.10.002
Moodie, I. (2019). How motivations for teaching in South Korean primary schools are mediated by the local context. KEDI Journal of Educational Policy 16(2), 67–86. http://doi.org/10.22804/kjep.2019.16.2.004
Marr, T., & English, F. (2019). Rethinking TESOL in diverse global settings: The language and the teacher in a time of change. Bloomsbury.
Moodie, I. (2020). Commitment to the profession of ELT and an organization: A profile of ex-pat faculty in South Korea. Language Teaching Research, 1-16. https://doi.org/10.1177/1362168820938814
Mokhtar, A., Maouloud, V. M., Omowunmi, A. K., & Nordin, M. S. (2021). Teachers’ commitment, self-efficacy, and job satisfaction as communicated by trained teachers. Management in Education, 1-13. https://doi.org/10.1177/08920206211019400
McCullough, S. N., Granger, K. L., Sutherland, K. S., Conroy, M. A., & Pandey, T. (2021). A preliminary study of BEST in CLASS–Elementary on teacher self-efficacy, burnout, and attributions. Journal of Behavioral Disorders, 47(2), 84–94. https://doi.org/10.1177/01987429211010672
Office of Postsecondary Education. (2017). Teacher shortage areas (TSA) nationwide listing for 1990-1991 through 2017-2018. U.S. Department of Education. https://www2.ed.gov/about/offices/list/ope/pol/Tsa.html#list
Perrone, F., Player, D., & Young, P. (2019). Administrative climate, early career teacher burnout, and turnover. Journal of School Leadership, 29(3), 191-209. http://doi.org/10.1177/1052684619836823
Park, E.Y., & Shin, M. (2020). A meta-analysis of special education teachers’ burnout. SAGE Open, 10(2), 1-18. https://doi.org/10.1177/2158244020918297
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Journal of Education Research, 50(5), 1-3. http://doi.org/10.3102/0013189X211004138
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 35(2), 158–177. https://doi.org/10.1177%2F0033688208092182
Royaei. N, Ghapanchi. Z, & Ghanizadeh. A. (2020). Probing EFL teachers’ perceptions of learners’ success factors and its contribution to their goal‑orientations and organizational commitment. Interchange, 51(4), 483-497. http://doi.org/10.1007/s10780-020-09405-1. ISSN 0826-4805
Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204-220. http://doi.org/10.1108/13620430910966406
Stapleton, P., & Shao, Q. (2018). A worldwide survey of MATESOL programs in 2014: Patterns and perspectives. Journal of Language Teaching Research 22(1), 10–28. https://doi.org/10.1177%2F1362168816659681
Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction, and motivation for teaching. A longitudinal study. Teaching and Teacher Education, (26), 602–616. http://doi.org/10.1080/13540602.2021.1913404
Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher, student, and organization-level variables. Teaching and Teacher Education, (97), 1-14. http://doi.org/10.1016/j.tate.2020.103221
Sato, M., Castillo, F., & Oyanedel, J. (2022). Teacher motivation and burnout of English-as-a-Foreign-Language teachers: Do demotivates really demotivate them? Journal of Frontiers in Psychology, 1-12. http://doi.org/10.3389/fpsyg.2022.891452
Varghese, M. M., Motha, S., Park, G., Reeves, J., & Trent, J. (2016). In this issue [of TESOL Quarterly, on language teacher identity]. TESOL Quarterly, 50(3), 545–571. http://doi.org/10.1002/tesq.333
Van Droogenbroeck, F., Spuryt, B., Quitter, V., & Lafontaine, D. (2021). Does the school context really matter for teacher burnout? Review of existing multilevel teacher burnout research and results from the teaching and learning international survey 2018 in the Flemish- and French-speaking communities of Belgium. Journal of Educational Researcher, 50(5), 290-305. http://doi.org/10.3102/0013189X21992361
Yung, F., Li, X., Zhu, Y., Li, Y., & Wu, C. (2017). Job burnout of construction project managers in China: A cross-sectional analysis. International Journal of Project Management, (35), 1272–1287. http://dx.doi.org/10.1016/j.ijproman.2017.06.005 | ||
آمار تعداد مشاهده مقاله: 486 تعداد دریافت فایل اصل مقاله: 587 |