Abstract:
Abstract The present study attempted to investigate the relationship between English language teacher perfectionism, teacher burnout, and teacher efficacy. For the purpose of the study, 114 teachers in Tabadkan District, Mashhad, were chosen. Eighty-Three of the participants were female and thirty-one were male with different majors in English language. Three questionnaires, namely the Scale on English Language Teacher Perfectionism (SELTP), Maslach Burnout Inventory, and Teacher Efficacy Scale, were used to collect data on the variables under investigation. The data were analyzed using correlational statistics and t test procedure. The obtained results indicated that there was a high positive correlation between perfectionism, teacher burnout, and efficacy, that female teachers were more efficacious than male ones, and that the magnitude of correlation coefficients was higher for the male participants.
Machine summary:
Three questionnaires, namely the Scale on English Language Teacher Perfectionism (SELTP), Maslach Burnout Inventory, and Teacher Efficacy Scale, were used to collect data on the variables under investigation.
The obtained results indicated that there was a high positive correlation between perfectionism, teacher burnout, and efficacy, that female teachers were more efficacious than male ones, and that the magnitude of correlation coefficients was higher for the male participants.
In other words, self-efficacy is what a person says in response to the question, “Can I do this task well?” Research demonstrates that people who are highly efficient are able to show higher levels of effort and are flexible in their efforts, even in hard and challenging situations (George & Aronson, 2003; Ross, & Altmaier, 1994; Scharlach, 2008).
Teacher Efficacy and Teacher Burnout as Related Concepts The mixed characteristics of low teacher efficacy and teacher burnout influence the confidence teachers have in their capability to accomplish effective interventions, their willingness to execute new interventions, and the situations in which teachers will look for consultation for help in dealing with problematic student behaviors over alternative student placement (Evers, Brouwers, & Tomic, 2002; Han & Weiss, 2005; Sparks, 1988).
Moreover, it could form a baseline for further research on how teacher efficacy, perfectionism, and burnout are related in different educational settings.
The first research question was aimed at investigating the relationship between perfectionism, efficacy, and burnout in language teachers.
The second research question asked whether female and male teachers experienced different levels of perfectionism, efficacy, and burnout.