The relationship between teacher burnout and organizational socialization among English language teachers

Abstract

This study aimed to investigate EFL (English as a foreign language) teachers' burnout and organizational socialization levels, and any possible relationship between these two aspects by employing Richmond, Wrench and Gorham's (2001) Teacher Burnout Scale and Erdoğan's (2012) Organizational Socialization Scale as quantitative tools. The study further explored the causes of teacher burnout and unsuccessful organizational socialization through a semi-structured interview as a qualitative tool. The results revealed that teachers had a low level of burnout and a high level of organizational socialization, and that there is a negative correlation between teacher burnout and organizational socialization. The interviews indicated that independent of the EFL teachers' burnout levels; the major issues that led to burnout were pre-service education, heavy workload, poor administrative and collegial support, and students' low motivation and misbehaviors.

The Relationship Between the Emotional Labor and Burnout Levels of Efl Teachers at University Preparatory Schools

“…These factors included a range of personal variables, such as teachers' age, teaching experience, level of education, gender, and several others, along with their negative self-oriented cognitive style, involvement in professional development activities, and self-efficacy beliefs. (e.g., Evers et al, 2005;Güneş & Uysal, 2019;Kulavuz-Önal & Tatar, 2017;Lackritz, 2004;Mede, 2009;Sadeghi & Khezrlou, 2014;Sünbül, 2003). Research has also provided evidence of the adverse effects of factors related to students, such as inattentiveness and disrespect (Friedman, 1995), low motivation, and misbehaviour (e.g., Güneş & Uysal, 2019;Shunying, 2015).…”

“…(e.g., Evers et al, 2005;Güneş & Uysal, 2019;Kulavuz-Önal & Tatar, 2017;Lackritz, 2004;Mede, 2009;Sadeghi & Khezrlou, 2014;Sünbül, 2003). Research has also provided evidence of the adverse effects of factors related to students, such as inattentiveness and disrespect (Friedman, 1995), low motivation, and misbehaviour (e.g., Güneş & Uysal, 2019;Shunying, 2015). Additionally, organizational factors like teachers' heavy workload, working conditions, the number of students taught, time invested in various activities, limited resources, inadequate administrative and collegial support, a lack of in-service training, insufficient appreciation, delayed rewards, and low salary have been shown to contribute to teachers' burnout (e.g.…”

“…Additionally, organizational factors like teachers' heavy workload, working conditions, the number of students taught, time invested in various activities, limited resources, inadequate administrative and collegial support, a lack of in-service training, insufficient appreciation, delayed rewards, and low salary have been shown to contribute to teachers' burnout (e.g. Güneş & Uysal, 2019;Lackritz, 2004;Shunying, 2015;Yastıbaş, 2021). While existing literature has identified various factors influencing teachers' emotional well-being, its relationship to emotional labor remains to be discovered in many educational settings.…”