On the Relationship between Iranian EFL Teachers’ Burnout and Self-efficacy

Motallebzadeh, Kalil; Ashraf, Hamid; Yazdi, Mona Tabatabaee

doi:10.1016/j.sbspro.2014.03.541

Cited by 16 publications

(18 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, self-efficacy can make a difference in how EFL teachers think, feel, and perform in the classroom. Furthermore, the relatively high negative correlations between depersonalization and emotional exhaustion with teacher self-efficacy, on the one hand, and the large positive correlation between personal accomplishment and teacher self-efficacy, on the other hand, support the findings reported by Mardani et al (2015) and Motallebzadeh et al (2014) who came up with the reverse correlations between teacher burnout and self-efficacy variables among English language teachers in different contexts. Specifically, they found that instructional efficacy was the most important factor in predicting emotional exhaustion, depersonalization, and personal accomplishment.…”

Section: Discussionsupporting

confidence: 83%

“…The existing literature has provided some insight for the association between teacher burnout and selfefficacy. However, the prior studies were conducted in other contexts such as in the Turkish context (e.g., Ozkara, 2019) or in private language institutes (e.g., Motallebzadeh, Ashraf, & Tabatabaee-Yazdi, 2014). Additionally, an investigation into the association between teacher burnout and self-efficacy with a mixed-methods approach can be more conducive for learning about culture-specific factors involved in burnout experience among EFL teachers in the context of Iranian public schools.…”

Section: Ali Roohani Mehdi Iravanimentioning

confidence: 99%

“…In a cross-cultural research study, Schwarzer and Hallum (2008) found no major gender effect for burnout components except for depersonalization for male Syrian and German teachers. In the EFL context, Motallebzadeh et al (2014) and Mardani, Baghelani, and Azizi (2015) came up with different mixed results on the role of gender in teacher burnout. Additionally, Mede (2009) found gender to be an insignificant factor in the burnout experience.…”

Section: Ali Roohani Mehdi Iravanimentioning

confidence: 99%

See 2 more Smart Citations

The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

Roohani

Iravani

2020

JLE

View full text Add to dashboard Cite

Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

show abstract

Section: Discussionsupporting

confidence: 83%

Section: Ali Roohani Mehdi Iravanimentioning

confidence: 99%

Section: Ali Roohani Mehdi Iravanimentioning

confidence: 99%

See 1 more Smart Citation

The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

Roohani

Iravani

2020

JLE

View full text Add to dashboard Cite

show abstract

“…The Cronbach Alpha reliability coefficients for the three scales were .90 for emotional exhaustion, .79 for depersonalization, and personal accomplishment .71 (Motallebzadeh, Ashraf, & Tabatabaee Yazdi, 2014). In another study, the Cronbach Alpha reliability coefficients of the scales were reported as .79, .60, and .80 for emotional exhaustion, depersonalization, and personal accomplishment (Eghteasadi Rudi, 2011).…”

Section: Instrumentationmentioning

confidence: 95%

Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers

Faskhodi¹,

Siyyari²

2018

AJTE

View full text Add to dashboard Cite

“…In consistency with the just above mentioned general findings, lack of teacher DOI: 10.4236/psych.2018.94053 828 Psychology G. Stephanou, A. Oikonomou self-efficacy can predict depression, stress, anxiety, burnout, and intention to leave the profession (Goddard & Goddard, 2006;O'Neill & Stephenson, 2012;Warren & Dowden, 2012). The negative link between teachers' efficacy beliefs and burnout is most powerful in the two dimensions of emotional exhaustion and depersonalization (Aloe, Amo, & Shanahan, 2014;Brown, 2012;Evers et al, 2002;Motallebzadeha, Ashraf, & Yazdi, 2014;Skaalvik & Skaalvik, 2010;Yu, Wang, Zhai, Dai, & Yang, 2014). Warren and Dowden (2012), in addition, found a positive link between teachers' irrational beliefs and negative emotions.…”

Section: Effects Of Efficacy Beliefs On Emotionsmentioning

confidence: 99%

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Στεφάνου¹,

Oikonomou²

2018

PSYCH

View full text Add to dashboard Cite

This study aimed to examine: 1) teachers' self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task-and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with re-

show abstract

On the Relationship between Iranian EFL Teachers’ Burnout and Self-efficacy

Cited by 16 publications

References 30 publications

The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Contact Info

Product

Resources

About