خلاصة:
This study investigated teachers’ conceptions of intelligence (TCoI) and ambiguity tolerance in the burnout levels of 202 Iranian EFL teachers. To this end, 3 inventories were utilized: Language Teachers’ Conceptions of Intelligence Scale (LTCI-S), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Maslach Burnout Inventory (MBI). Pearson multiple correlation coefficients and path analysis were employed for the data analysis. Results exhibited significant relationships among TCoI, ambiguity tolerance, and teacher burnout. Moreover, the results indicated that increasibility and applied ELT subscales of TCoI were negative significant predictors of emotional exhaustion and reduced personal accomplishment dimensions of teacher burnout. Additionally, ambiguity tolerance was found to be a negative significant predictor of all teacher burnout dimensions. Finally, the results are discussed and implications are provided in the context of education.
ملخص الجهاز:
Results exhibited significant relationships among TCoI, ambiguity tolerance, and teacher burnout.
Moreover, the results indicated that increasibility and applied ELT subscales of TCoI were negative significant predictors of emotional exhaustion and reduced personal accomplishment dimensions of teacher burnout.
Keywords: Ambiguity Tolerance; Path Analysis; Teacher Burnout; Teachers’ Conceptions of Intelligence (TCoI) 1.
For instance, age, gender, marital status, and years of experience (Friedman, 1991; Shaufeli & Enzmann, 1998); personality and emotional intelligence (Pishghadam & Sahebjam, 2012); pupils’ misconduct (Geving, 2007); perceived autonomy (Gavrilyuk, Loginova, & Buzovkina, 2013); perceptions of work stressors (Rodriguez, 2006); and conceptions of assessment (Pishghadam, Adamson, Shayesteh, & Kan, 2013) have been recognized as influential in burnout among teachers.
Thus, in the present study, TCoI and ambiguity tolerance were examined as two other potential predictors of teacher burnout.
Additionally, life-wise language teaching perceptions (Pishghadam, Zabihi, & Shayesteh, 2013), emotional intelligence, personality traits (Pishghadam & Sahebjam, 2012), perceptions of work stressors (Rodriguez, 2006), perceived autonomy (Gavrilyuk, et al.
Intelligence in Education The findings of different investigations in the realm of education approved the influential role that intelligence plays in student learning, school performance, and academic achievement (Deary, Strand, Smith, & Fernandes, 2007; Laidra, Pullmann, & Allik, 2007; Soares, Lemos, Primi, & Almeida, 2015).
Thereafter, path analysis was performed using Amos (version 22) to examine whether TCoI and ambiguity tolerance significantly predict teacher burnout.
1. Descriptive Statistics and Correlations This study intended to examine the roles of TCoI and ambiguity tolerance in teacher burnout.