چکیده:
In every field of teaching and learning, there are some factors that have an important role in both teachers’ and students’ performance. Two of these effective psychological factors in the context of education include self-efficacy and burnout. This research was conducted to examine the statistical relationship between English as a foreign language (EFL) teachers’ self-efficacy and burnout levels in the universities and schools of Iran. The data collection instruments were two questionnaires, ‘Teacher Sense of Efficacy Scale’ and ‘Maslach Burnout Inventory’. The participants included 152 randomly selected teachers working in universities and schools. After data collection, the SPSS software was applied to convert the obtained data into numerical and interpretable data. To quantify the statistical relationship between teachers’ self-efficacy and burnout levels, correlational analysis was used. Results indicated, there was negative correlation between teachers’ self efficacy and burnout levels. Furthermore, multiple regression analysis was conducted to estimate the relationship between self-efficacy and burnout better, which indicated that teachers’ self efficacy was a negative predictor of their burnout.
خلاصه ماشینی:
This research was conducted to examine the statistical relationship between English as a foreign language (EFL) teachers’ self-efficacy and burnout levels in the universities and schools of Iran.
Literature Review This section is purporting to present an overview of the theoretical underpinnings of the study as well as the empirical research conducted about the main variables under investigation, namely EFL teachers’ burnout and self-efficacy.
In spite of the fact, the relationship between teachers’ self-efficacy and their students’ accomplishments was confirmed by many researches (Caprara, Barbaranelli, Steca, & Malone, 2006; Collie, Shapka, & Perry, 2012), leading to a priority to consider teachers’ self-efficacy as set of professional attitudes that includes all necessary challenges in their everyday work.
Despite the rich literature on both theoretical and empirical characteristics of teacher efficacy in mainstream education (Gurvitch & Metzler, 2009; Liaw, 2009; Shidler, 2008; Tschannen-Moran & Woolfolk Hoy, 2001; Wheatley, 2005), there have been few studies on teacher efficacy in the EFL field (Abednia, 2006; Atay, 2007; Chacon, 2005; Moradkhani, 2009; Safari, Davaribina, & Khoshnevis, 2020).
EFL teachers’ age, gender and year of teaching (experience) factors were controlled and hierarchical multiple regression test was conducted, while investigating the prediction of the teachers’ burnout level by their self-efficacy.
Discussion The present research attempts to find the statistical relationship between Iranian EFL teachers’ self-efficacy and their burnout level in universities and schools.
As mentioned above, the purpose of this research was to find the statistical relationship between EFL teachers’ self-efficacy and burnout at university and school settings.