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Ghasemzadeh, Sarah, Nemati, Majid, Fathi, Jalil. (1398). Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers. سامانه مدیریت نشریات علمی, 8(2), 25-50. doi: 10.22054/ilt.2020.49009.451
Sarah Ghasemzadeh; Majid Nemati; Jalil Fathi. "Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers". سامانه مدیریت نشریات علمی, 8, 2, 1398, 25-50. doi: 10.22054/ilt.2020.49009.451
Ghasemzadeh, Sarah, Nemati, Majid, Fathi, Jalil. (1398). 'Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers', سامانه مدیریت نشریات علمی, 8(2), pp. 25-50. doi: 10.22054/ilt.2020.49009.451
Ghasemzadeh, Sarah, Nemati, Majid, Fathi, Jalil. Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers. سامانه مدیریت نشریات علمی, 1398; 8(2): 25-50. doi: 10.22054/ilt.2020.49009.451

Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers

Issues in Language Teaching
مقاله 2، دوره 8، شماره 2، اسفند 2019، صفحه 25-50    اصل مقاله (435.05 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2020.49009.451
نویسندگان
Sarah Ghasemzadeh* 1؛ Majid Nemati2؛ Jalil Fathi3
1Language Teaching,Tehran University, Kish International Campus, Iran
2Associate Professor of TEFL at Tehran University, Tehran, Iran
3Assistant Professor, University of Kurdistan, Kurdistan, Iran
چکیده
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.
کلیدواژه‌ها
Keywords: English for teacher reflection؛ self-efficacy؛ EFL teachers؛ burnout؛ structural equation modeling
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