چکیده:
Abstract During the course of the past few decades, teachers have increasingly become the center of attention in education, since their significant role in teaching contexts has been approved, and therefore their different aspects, such as reflective teaching and burnout have received great attention. This study investigated the relationship between teacher burnout, and reflective teaching among Iranian EFL teachers. To this end, 50 participants (25 males and 25 females) were selected through convenience sampling. The participants were administered Maslach Burnout Inventory-Educators’ Survey and Behzadpour Reflective Teaching Questionnaire. The data were analyzed using Pearson product-moment correlation coefficient. The results of the study revealed that there was a weak negative relationship between reflective teaching and burnout for male and female teachers and for both groups considered as a composite group of language teachers.
خلاصه ماشینی:
Relationship between Burnout and Reflective Teaching among EFL Teachers Neda Ghazalbash*, Department of English Language, Islamic Azad University, Isfahan Branch, Isfahan, Iran neda.
The results of the study revealed that there was a weak negative relationship between reflective teaching and burnout for male and female teachers and for both groups considered as a composite group of language teachers .
264, cited in Richards, 1991) As Zeichner and Liston (1996) put it, reflective teaching involves recognition, examination and thinking on beliefs, experiences, attitudes, knowledge, values, opportunities, and constraints provided by the social condition in which the teacher works.
Results The present study employed a correlational design to examine the relationships among EFL teachers’ burnout, reflective teaching, and emotional intelligence.
The results of Pearson product moment correlation formula for the relationships among EFL Teachers ʾ Burnout and Reflective Teaching are displayed in Table 2 below: Table 2.
Thus, it could be inferred that EFL teachers’ reflective teaching level was not significantly correlated with the variable of teacher burnout.
Table 4 below presents the results of the relationships among reflective teaching and burnout for female EFL teachers: Table 4.
The obtained results indicated that EFL teachers’ reflective teaching level was not significantly correlated with the variable of teacher burnout.
The data found in the present study are consistent with those of a research study by Dolapcioglu (2007), Alp (2007), Sahin (2011), and Erguven (2011), as they stated that the variable of gender doesn’t have any effects on the reflective thinking skills of class teachers, which highlights the absence of any significant difference.