Abstract:
Few studies can be found which have directly addressed the issue of burn-out by considering the influence of teachers’ coping resources such as emotional intelligence and reflectivity especially in an EFL context. Therefore، in order to bridge this gap، the present study was conducted to investigate the relationship among teachers’ burnout، emotional intelligence، and reflectivity with a sample of 125 Iranian EFL teachers from several private language institutes in Kurdistan and Hamedan. Moreover، differences in the teachers’ burnout، emotional intelligence، and reflectivity scores were examined with respect to teachers’ teaching experiences. To answer the research questions، the Maslach Burnout Inventory-Educators Survey، Teacher Reflectivity Questionnaire، and Bar-On EQ-I Scale were used and Pearson Product-Moment Correlation، Multiple Regression and MANOVA analyses were utilized. The findings showed that emotional intelligence and reflectivity were reversely correlated with burnout، and they could both predict the level of burnout. The results of the study also revealed that there were significant differences between teachers’ level of emotional intelligence with respect to their teaching experience. However، no significant differences were found between teachers’ burnout and reflectivity with respect to their teaching experience. Implications of the study are discussed in details in the paper.
Machine summary:
Relationship among Iranian EFL Teachers' Emotional Intelligence, Reflectivity and Burnout Mohammad Hadi Mahmoodi Rozhin Ghaslani Assistant Professor, Bu-Ali Sina University M.
Therefore, in order to bridge this gap, the present study was conducted to investigate the relationship among teachers' burnout, emotional intelligence, and reflectivity with a sample of 125 Iranian EFL teachers from several language institutes in Kurdistan and Hamedan.
Keywords: EFL Teachers, Burnout, Emotional Intelligence, Reflectivity Received: March 2013; Accepted: December 2013 Iranian Journal of Applied Language Studies, Vol 6, No 1, 2014 1.
In another study, Vaezi and Fallah (2011) examined a sample of 104 Iranian EFL teachers from 5 language institutes and concluded that there was a significant negative relationship between emotional intelligence and burnout.
Moreover, a study conducted by Pishghadam and Sahebjam (2012) on 147 Iranian EFL teachers of some English language schools, revealed a significant relationship among personality types and emotional intelligence and the three dimensions of burnout.
4. Is there any significant difference among Iranian EFL teachers' emotional intelligence, reflectivity, and burnout with respect to their teaching experience?
01 Multivariate tests examine whether teachers' teaching experience makes any significant differences on a linear combination of the dependent variables Iranian Journal of Applied Language Studies, Vol 6, No 1, 2014 (teachers' burnout, emotional intelligence and reflectivity).
The results are consistent with those of Guven cand Celik (2012) Iranian Journal of Applied Language Studies, Vol 6, No 1, 2014 and Odeh, Kurt and Atamtürk (2010), who found no significant difference in the level of reflective teaching skills of teachers with respect to their teaching experiences.