Assessment Literacy Components Predicting EFL Teachers' Job Demand-Resources: A Focus on Burnout and Engagement

Autor/inn/en	Rastegr, Behnaz; Zarei, Abbas Ali
Titel	Assessment Literacy Components Predicting EFL Teachers' Job Demand-Resources: A Focus on Burnout and Engagement
Quelle	In: International Journal of Language Testing, 13 (2023) 1, S.44-66 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Language Teachers; Teacher Burnout; English (Second Language); Second Language Learning; Second Language Instruction; Interdisciplinary Approach; Language Tests; Psychometrics; Foreign Countries; Predictor Variables; Teacher Attitudes; Work Attitudes; Work Environment; Test Construction; Translation; Test Format; Statistics; Feedback (Response); Computer Assisted Testing; Authentic Learning; Ethics; Cultural Influences; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Language test; Sprachtest; Psychometry; Psychometrie; Ausland; Prädiktor; Lehrerverhalten; Work attitude; Arbeitshaltung; Arbeitsmilieu; Testaufbau; Testentwicklung; Statistik; Ethik; Cultural influence; Kultureinfluss
Abstract	Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences for the engagement and burnout of teachers' assessment performance has been neglected. To fill this gap, the present study explored this issue in the context of Iran. To this end, through convenience sampling, 146 Iranian EFL teachers were selected to answer questionnaires on AL, JD-R, burnout, and engagement. A series of multiple regression analyses were run to analyze the collected data. The results showed that some components of AL such as 'test construction', 'administering, rating, and interpreting test', 'psychometric properties of a test', 'using and interpreting statistics', and 'authenticity' were significant predictors of job demand. Moreover, the results revealed that alternative and digital-based assessment, recognizing test type, distinction and function, and authenticity were significant predictors of job resources. Furthermore, test construction, administering, rating, and interpreting test, psychometric properties of a test, and using and interpreting statistics could significantly predict teachers' burnout. In addition, alternative and digital-based assessment, giving feedback in assessment, and ethical and cultural considerations in assessment turned out to significantly predict teachers' engagement. These findings can have theoretical and practical implications for stakeholders. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01