خلاصة:
This study was carried out to investigate the relationship between burnout, personality traits, and psychological distress among Iranian EFL teachers. Moreover, it was an attempt to examine the effectiveness of five personality factors in predicting burnout aspects among EFL teachers. To this end, a sequential mixed-methods design was utilized. Maslach Burnout Inventory, Personality Traits Scale, and Psychological Distress Scale were the instruments administered to 110 Iranian EFL teachers working in private English language institutes in Tehran. Additionally, a semi-structured interview was conducted to delve into the teachers’ opinions regarding the reasons and repercussions of teachers’ burnout. The results of the study revealed that teachers’ burnout aspects were associated with both psychological distress and personality traits. The results also found a significant negative correlation between the emotional exhaustion and depersonalization aspects of burnout and the four personality traits involving openness to experience, extraversion, conscientiousness, and agreeableness. Finally, the results of the study indicated that the rise in neuroticism led to an increase in emotional exhaustion and depersonalization aspects of burnout. The results of independent-samples t-test revealed that teaching experience contributed to teachers experiencing less burnout. The results of the study can enlighten teachers as to what extent teachers’ burn out can be predicted by psychological distress, and personality traits, which, in turn can encourage teacher training programs to concern themselves with the mental health and preparedness of trainees to teach.
ملخص الجهاز:
Maslach Burn- out Inventory, Personality Traits Scale, and Psychological Distress Scale were the instruments administered to 110 Iranian EFL teachers working in private English language institutes in Tehran.
The results also found a significant negative correlation between the emotional exhaustion and depersonalization aspects of burnout and the four personality traits in- volving openness to experience, extraversion, conscientiousness, and agreeableness.
Burnout, Personality Traits, Psychological Distress, Teach- ing Experience, EFL Teachers Introduction Teaching has been ranked as an exceedingly stressful career.
To compensate for this problem and to contribute to the existing literature, the current study aimed to investigate the possible correlation among personality traits, psychological dis- tress, and burnout among Iranian EFL teachers.
Is there any statistically significant relationship between Iranian EFL teachers' personality traits, psychological distress, and burnout levels?
Design This study followed sequential mixed-methods research design (Creswell, 2009) with the purpose of complementarity to investigate the relationship be- tween EFL Teacher’s personality traits, psychological distress, and their level of burnout as well as the reasons and consequences of teachers' burnout.
Results Quantitative Results To answer the first research question exploring the relationship between EFL teachers' five factors of personality traits, psychological distress, and their three dimensions of burnout, Pearson correlation was run.
The findings determined that both personality trait and psychological distress were related to teachers' burnout dimensions.
The results revealed that there was a significant negative correlation between the emotional exhaus- tion and depersonalization dimensions of burnout and the four personality traits including openness to experience, extraversion, conscientiousness, and agreeableness.