Teacher Burnout: A Review of Sources and Ramifications

Ghanizadeh, Afsaneh; Jahedizadeh, Safoura

doi:10.9734/bjesbs/2015/15162

Cited by 70 publications

(56 citation statements)

References 27 publications

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“…Although the notion of burnout was proposed with reference to working people in their work environment (e.g., Ghanizadeh & Jahedizadeh, 2015b;, it can be generalizable to students as well (Pottage & Huxley, 1996). Gender and educational level , lack of engagement (Schaufeli et al 2002), personal lives, financial strain, difficult course content, and difficulty in balancing school and work (Darling et al 2007), avoiding coping strategies (Gibbons, 2010), low spirituality (Wachholtz & Rogoff, 2013), and extrinsic motivation and neuroticism (Reichl et al 2014), attributions and self-regulatory strategies (Ghanizadeh & Ghonsooly, 2014) were found to be the most important antecedents of student burnout.…”

Section: Introductionmentioning

confidence: 99%

The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout

Jahedizadeh

Ghanizadeh

Ghonsooly

2016

Asian. J. Second. Foreign. Lang. Educ.

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The present study aims at delving into English as foreign language students' demotivation, burnout, mastery goal orientation, and perceptions of classroom activities. This is accomplished by building a causal structural model through which the associations among the constructs are estimated. The Persian version of the 'de-motivation scale' designed by Sakai and Kichuki (System 37:57-69, 2009) is used to assess demotivation. It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. To gauge burnout, student version of 'Maslach Burnout Inventory' (Schaufeli et al., Psychology, 33(5): [464][465][466][467][468][469][470][471][472][473][474][475][476][477][478][479][480][481] 2002) is employed. It measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The Persian version of the 'Students Perceptions of Classroom Activities' scale designed by Gentry and Gable (My class activities: A survey instrument to assess students' perceptions of interest, challenge, choice, and enjoyment in their classrooms, 2001) is utilized in determining student perceptions of their classes. The scale assesses four perceptions: interest, challenge, choice, and joy. Students' goal orientation is measured by the translated version of ' Achievement Goal Orientation Inventory' designed by Midgley et al. (Contemporary Educational Psychology, 23 (2):113-31, 1998). The results display a good overall fit of the proposed model with the empirical data. In particular, demotivators positively and significantly predict student burnout and the two internal demotivators namely, 'lack of interest' and 'experiences of failure' negatively and significantly impact on student mastery goal orientation. The results also indicate that student burnout negatively and significantly predict student mastery goal orientation and positive perceptions of classroom activities. Student perceptions of interest and joy, on the other hand, positively and significantly play an important role in mastery goal orientation. Student perceptions and mastery goal orientation have positive effects on student achievement.

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Section: Introductionmentioning

confidence: 99%

The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout

Jahedizadeh

Ghanizadeh

Ghonsooly

2016

Asian. J. Second. Foreign. Lang. Educ.

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“…According to this study, students' attitudes about learning environment positively correlated with their goal orientation and self-efficacy. If the environment of the learning makes the students more satisfied, they will set more specific goals for themselves to have a meaningful learning rather than rote learning (Ghanizadeh & Jahedizadeh, 2015b). This meaningful learning results in achieving better scores in their class.…”

Section: Discussionmentioning

confidence: 99%

Personal best goals in alignment with environmental perceptions of classroom activities

Alishahi¹,

Ghanizadeh²

2017

IJRSE

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One of the objectives of any educational endeavor is helping learners to adopt set of personal goals for their achievement. This is known as personal best (PB) goals. It is also believed that PB can fluctuate in line with external factors. The aim of this study is to study these goals in association with students' perception of the learning environment. To do so, 143 students studying in high schools of Mashhad completed two questionnaires: the first one was the translated version of Personal Best Questionnaire designed by Martin (2006) measuring specific, challenging, competitive and self-improvement goals. The second one was the Persian version of 'Students Perceptions of Classroom Activities' scale designed and validated by Gentry and Gable (2001) and translated to Persian and revalidated by Ghanizadeh and Jahedizadeh (2015). It contains four dimensions (interest, challenge, choice, and joy). The results indicated that all four subscales of students' perception fit the data well and significantly predicted personal goals. Furthermore, there were positive associations between perceptions of classroom activities and the subscales of PB. The highest relationship was between challenging goals and perceptions of challenge followed by the correlation between students' choice and personal goals.

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“…It is expected that these emotion managements be consistent with the instructors' organizational objectives to improve the quality of organizational achievements. What's more, it is quite indisputable that if teachers display more appropriate emotions in their career, it will hopefully contribute to their professional development and even learners' future profession (Ghanizadeh & Moafian, 2010;Ghanizadeh & Jahedizadeh, 2015). In this vain, Cardelle-Elawar and Sanz de Acedo Lizarraga (2010) argued that the importance of teachers' profession lies in constructing a context to enhance students' success process.…”

Section: Discussionmentioning

confidence: 99%

The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education

Royaei

Ghanizadeh

2016

RIMCIS

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Teachers in higher education domain play a decisive role in advancing economic developments as well as nurturing the well-being of the societies. Thus, the issue of university instructors’ commitment and the factors influencing its development should be a compelling priority for higher education administrations. The present study aims to extend the research on teacher organizational commitment by investigating the contribution of job motivation and emotion regulation to teacher commitment at higher education. To this purpose, 135 English as a foreign language (EFL) instructors from different higher education institutes and universities took part in this study. They were requested to complete a battery of three questionnaires: Organizational Commitment Questionnaire (OCQ), Work Tasks Motivation Scale for Teachers (WTMST), and Emotional Regulation Questionnaire (ERQ). Findings demonstrated that both emotion regulation and motivation had a positive significant correlation with teacher organizational commitment. Moreover, findings obtained via regression analysis showed that among job motivation components, identified regulation was the best contributor of teacher organizational commitment. Also, among the subscales of emotion regulation, reappraisal strategy was a better predictor of teacher organizational commitment. Findings are discussed in details with respect to the implications for both theory and practice in higher education.

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Teacher Burnout: A Review of Sources and Ramifications

Cited by 70 publications

References 27 publications

The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout

The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout

Personal best goals in alignment with environmental perceptions of classroom activities

The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education

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