ESP & EAP
Ogholgol Nazari; Mahmood Reza Atai; Parviz Birjandi
Abstract
Teaching English for Academic Purposes (EAP) courses is highly demanding for EAP teachers as they are faced with diverse pedagogical and administrative challenges in such courses. This study addressed the level of burnout among EAP teachers and variations in relation to their demographic and organizational ...
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Teaching English for Academic Purposes (EAP) courses is highly demanding for EAP teachers as they are faced with diverse pedagogical and administrative challenges in such courses. This study addressed the level of burnout among EAP teachers and variations in relation to their demographic and organizational characteristics. To this aim, a demographic questionnaire along with the Persian version of the Maslach Burnout Inventory (MBI) was administered to 276 EAP teachers from state universities in Iran. The results revealed that a considerable number of EAP teachers reported mid-levels of personal accomplishment. Moreover, variations in degree of burnout were found among EAP teachers in relation to marital status, age, years of experience in teaching EAP and content/general English courses, educational background, and the field and number of EAP courses taught. Also, EAP teachers with different demographic and organizational characteristics who were more susceptible to burnout were identified. Finally, implications for enhancing the working conditions of EAP teachers are presented.
Sarah Ghasemzadeh; Majid Nemati; Jalil Fathi
Abstract
In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role ...
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In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role of teacher-related variables in affecting teachers’ performance and learning outcomes of students has been widely acknowledged in various educational contexts. Therefore, the investigation of teacher variables has received research attention in English as a Foreign Language (EFL) context. To contribute to this line of research, the current study was set to investigate the role of teacher reflection and self-efficacy in predicting burnout among Iranian EFL teachers. To this end, three validated scales measuring these variables were administered to a number of 171 male and female teachers. As for the data analysis, Structural Equation Modeling was utilized to test the hypothesized model of the constructs. The results indicated that teacher reflection accounted for 12.1% of the variance, and teacher self-efficacy accounted for 25.2% of the variance in burnout. Although both variables had a unique effect on teaching burnout, teacher self-efficacy turned out to be a stronger predictor of burnout. Concerning the implications, teacher education programs may pay more serious attention to teacher self-efficacy and reflection as they proved to play a significant role in reducing teacher burnout.
Ali Roohani; Marziyeh Esmailvandi
Abstract
Burnout has been a major concern in the educational settings and it is worth exploring it among English as a Foreign Language (EFL) students and finding its relationship with other factors, such as emotional intelligence (EI), which may help reduce burnout sources. In this light, this study was designed ...
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Burnout has been a major concern in the educational settings and it is worth exploring it among English as a Foreign Language (EFL) students and finding its relationship with other factors, such as emotional intelligence (EI), which may help reduce burnout sources. In this light, this study was designed to a) explore Iranian EFL students’ burnout and EI profiles; b) investigate the relationship between EFL students’ burnout and their EI; and c) examine the extent to which EFL students’ EI competencies could predict their burnout. To these ends, 100 male and female Iranian EFL university students, selected through convenience sampling from two universities (Shahrekord University and Shahid Chamran University of Ahvaz), participated in the study and responded to the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Bar-On’s Emotional Quotient Inventory (EQ-i). To triangulate the data, a semi-structured interview was conducted with 20 EFL students. Data analysis showed that EFL students had a low level of burnout and were emotionally intelligent at the intrapersonal level. Also, the data from semi-structured interview provided further insight into the quantitative results and explained some personal and organizational factors in relation to EFL students’ burnout. Moreover, bivariate correlation and multiple regression analysis revealed a negative relationship between EI and two dimensions of burnout (emotional exhaustion and cynicism) and a positive relationship between professional efficacy and EI. Furthermore, intrapersonal, general mood, and adaptability components of EI were found to be better predictors of burnout. The findings have implications for language educators in reducing students' burnout.