Abstract:
Abstract The male-female differences in burnout and its possible effect on EFL teachers’ performance has not received much attention in the literature of burnout. To address this issue, the researchers conducted this study to investigate the effect of burnout and, more specifically, its three subcomponents–Emotional, Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA)–on the teaching performance of male and female EFL teachers in an L2 teaching/learning context. The participants of this study were 30 (15 males and 15 females) English teachers of five private language institutes and 150 students of the same teachers. The data were collected through the Maslach Burnout Inventory-Educator Survey (MBI-ES) and Characteristics of Successful Iranian EFL Teachers Questionnaire. Multiple regression analysis, independent-samples t test and descriptive statistics were used in the data analysis process. The results showed that burnout does not influence the teachers’ performance in a significant way. Additionally, it was revealed that there was no significant difference between the levels of burnout in male and female teachers. The findings challenge the common belief that burnout can greatly affect the teachers’ performance and that female teachers are more likely to experience burnout than male teachers, revealing instead that burnout does not significantly affect the performance of teachers and there is no significant difference between male and female teachers in their levels of burnout.
Machine summary:
To address this issue, the researchers conducted this study to investigate the effect of burnout and, more specifically, its three subcomponents–Emotional, Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA)–on the teaching performance of male and female EFL teachers in an L2 teaching/learning context.
Keywords: Burnout, Emotional Exhaustion, Depersonalization, Reduced Personal Accomplishment, Teacher's Performance, EFL Teachers Introduction Teaching is among the most stressful jobs in the world.
The present study was intended to investigate the effect of burnout on the teaching performance of male and female EFL teachers in an L2 context.
Results and Discussion Results for the First Research Question The first research question of the study asked “To what extent does burnout influence the teaching performance of EFL male teachers in Iran?” Since teacher burnout was considered to be a composite variable (consisting of emotional exhaustion, depersonalization, and reduced personal achievement), the relationship between this composite variable and teaching performance was investigated through Pearson correlation and multiple regression analyses.
Predictive Power of Burnout Components for Teaching Performance of Male Teachers / Collinearit Unstandardizd Standardizd Confidence Correlations y Coefficients Coefficients Interval for B Statistics {مراجعه شود به فایل جدول الحاقی} To compare the predictive power of Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA), the values under the column standardized coefficients should be checked.
Results for the Third Research Question The third research question in hand asked “Is there a significant difference between the levels of burnout with respect to EFL teachers' gender?” To compare male and female teachers’ EE, an independent samples t test was employed.