How Do Self-Efficacy, Contextual Variables and Stressors Affect Teacher Burnout in an EFL Context?

Autor/inn/en	Khani, Reza; Mirzaee, Alireza
Titel	How Do Self-Efficacy, Contextual Variables and Stressors Affect Teacher Burnout in an EFL Context?
Quelle	In: Educational Psychology, 35 (2015) 1, S.93-109 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.981510
Schlagwörter	Foreign Countries; Self Efficacy; Teacher Burnout; Stress Variables; Context Effect; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Questionnaires; Language Teachers; Teacher Attitudes; Role; Structural Equation Models; Goodness of Fit; Regression (Statistics); Correlation; Student Behavior; Faculty Workload; Iran + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fragebogen; Language teacher; Sprachunterricht; Lehrerverhalten; Rollen; Regression; Regressionsanalyse; Korrelation; Student behaviour; Schülerverhalten
Abstract	This study was an attempt to investigate the relationships among stressors, contextual variables, self-efficacy and teacher burnout in Iran as an EFL (English as a Foreign Language) context. A battery of questionnaires was administered to 216 English language teachers of private language institutes. Using Amos version 20, structural equation modelling was run to examine the proposed model of the study. The findings showed that contextual variables could directly cause teacher burnout. They could also do so indirectly by giving rise to stressors, which would in turn increase burnout. The results also highlighted the possible direct and indirect role of self-efficacy in reducing teacher burnout. We argue that self-efficacy could function as a mediator or moderator variable which would reduce the negative effects of contextual variables and stressors on teacher burnout. The results of the present study have important implications for various stakeholders in pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01