چکیده:
As the individual and psychological constructs of teachers have gained momentum recently, a growing number of empirical studies have been carried out to investigate the relationships among teacher-related variables. In order to further explore the associations between teacher variables in English as a Foreign Language (EFL) context, this research explored the significance of teachers’ sense of efficacy and their resilience in predicting teacher burnout among Iranian EFL teachers. To this end, a total number of 213 male and female practicing teachers filled out a battery of three measuring instruments for these constructs. Structural Equation Modeling was used to test the structural model of the constructs. The results demonstrated that teacher self-efficacy represented 20.1% of the burnout variance while teacher resilience explained 11.7% of the variance in teacher burnout. It was found that although either of the two variables had a unique contribution to burnout, teacher self-efficacy appeared to be a more powerful predictor of burnout than teacher resilience. The findings have significant implications for teacher education programs.
خلاصه ماشینی:
A Structural Model of Teacher Self-Efficacy, Resilience, and Burnout among Iranian EFL Teachers 1Jalil Fathi* 2Abdulbaset Saeedian IJEAP- 2003-1518 Received: 2020-03-27 Accepted: 2020-04-24 Published: 2020-05-03 Abstract As the individual and psychological constructs of teachers have gained momentum recently, a growing number of empirical studies have been carried out to investigate the relationships among teacher-related variables.
In this line of enquiry, the investigation of the associations among some teacher-related variables such as teacher self-efficacy, burnout, emotional intelligence, commitment, resilience, and job satisfaction have enjoyed much research attention (e.
Resilient teachers are the ones who possess the adequate competence to succeed in difficult situations, are good at classroom management, establish good relations with their students, hold positive perceptions, have a sense of satisfaction, and are more committed to their profession (Howard & Johnson, 2004).
In spite of the significant role of teacher-related variables in affecting teachers’ performance, limited number of studies have explored the effect of teacher resilience on burnout in Iranian EFL context.
As a result, the objective of the current research was set to investigate the role of teachers’ sense of efficacy and resilience as predictors of teacher burnout in the Iranian EFL context.
In another study, Khani and Mirzaee (2015) investigated the associations among stressors, contextual variables, self-efficacy, and teacher burnout in Iranian EFL context.
Therefore, the present study sought to investigate the role of teachers’ sense of efficacy and resilience as predictors of teacher burnout in the Iranian EFL context.
g. , Caprara at el, 2003; Klassen & Chiu, 2010; Klassen & Tze, 2014; Zee & Koomen, 2016).