The Role of Gender, Teaching experience, and academic degree in Iranian EFL Teachers' Burnout

Journal of Teaching English Lnaguage Studies

مقاله 6، دوره 6، شماره 3، خرداد 2018، صفحه 104-119   

نویسندگان

Davood Mashhadi Heidar^{* 1}؛ Hossein Safarpour²

¹Islamic Azad University of Tonekabon

²Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

چکیده

This study aims to examine the burnout level among Iranian English language teachers at
Tonekabon schools in Mazandaran province. More specifically, the present study intends to
find out the possible effects of the participants' gender, academic degree, and teaching
experiences on the three dimensions of burnout among Iranian English language teachers. In
the present study, Maslach Burnout Inventory (MBI) Educatory survey (1986) was employed
as the instrument to determine the burnout level among 30 teachers from various schools in
Tonekabon. A series of one sample t-test, Independent-sample t-test and one-way ANOVA
were used to analyze the data. The results indicated that all the respondents suffered from
burnout and females with less than five years of teaching experience, and bachelor degree
teachers were more affected by the burnout dimensions. The findings of the study may help
the ministry of education to provide programs that can help alleviate burnout problems
among the teachers.

کلیدواژه‌ها

Burnout Levels؛ gender؛ Teaching Experience؛ academic degree؛ Iranian EFL Teachers

مراجع

Al-Qaryoti, I., & Al-Khateeb. F. (2006). Jamming visual culture. Literacy Learning in the
Middle Years, 11(2), 15-21.
Asgari, A. (2012). The Effects of Gender and Marital Status on Burnout of English Teachers
in Iran. Pertanika Journal of Social Sciences & Humanities, 20(3).
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in teaching: A study of
occupational stress and its determinants, job satisfaction and career commitment
among primary schoolteachers. Educational Psychology, 11(1), 59-75.
Calderhead J (1987). The quality of reflection in student teacher’s professional learning,
European journal of teacher education 10 (3) 269- 278
Gavrilovici, L. O. (2008). Romanian teachers’ burnout and psychological and professional
difficulties. The Internet: http://holon. ladipu. com/resources/15//Romanian%
20teachers'% 20burnout% 20and, 20.
Greenglass, E., Pantony, K. L. & Burke, R. J. (1988). A gender-role perspective on rote
conflict, work stress and social support. Journal of Social Behavior and Personality, 3,
317-328.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 3, Wintetr 2018
113
Haberman, M. (2004). Teacher burnout in black and white. Milwaukee, WI: Haberman
Educational Foundation.
He, Z. (2011). Job burnout English language teachers in secondary schools in western china.
Chines Journal of Applied Linguistics, 34 (1), 35-46
Hosseini Fatemi, A., & Raoufi, R. (2013). Burnout and teaching style among Iranian English
language educators in public schools and private institutes: A cross-comparison
study. International Journal of Research Studies in Language Learning, 17.
Farshi, S. S., & Omranzadeh, F. (2014). The effect of gender, education level, and marital
status on Iranian EFL teachers’ burnout level. International Journal of Applied
Linguistics and English Literature, 3(5), 128-133.
Karmivand PN (2011). The nexus between Iranian EFL teachers, self-efficacy, teaching
experience and gender English language teaching 4(3) 171- 183.
Knowles, M. S. 1975. Self-directed Learning: A Guide for Learners and Teachers.
Englewood Cliffs, NJ: Prentice Hall/Cambridge.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school
teachers. British Journal of Educational Psychology, 77(1), 229-243.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational
Review, 53(1),27–35.
Jamshidirad, M., Mukundan, J., & Nimehchisalem, V. (2012). Language teachers’ burnout
and gender. International Journal of Applied Linguistics and English Literature, 1(4),
46-52.
Labone, E. (2002). The Role of Teacher Efficacy in the Development and Prevention of
Teacher Burnout. Paper presented at the annual meeting of the Australian Association
for Research in Education, Brisbane, Australia, December 2002. Retrieved from
Lackritz, J. R. (2004). Exploring burnout among university faculty: incidence, performance,
and demographic issues. Teaching and teacher education, 20(7), 713-729.
Lau, P. S., Yuen, M. T., & Chan, R. M. (2005). Do demographic characteristics make a
difference to burnout among Hong Kong secondary school teachers? In Quality-of-life
research in chinese, western and global contexts (pp. 491-516). Springer Netherlands.
Maslach, C. (1998). A multidimensional theory of burnout. Theories of organizational
stress, 68.
Maslach, C., & Jackson, S. E. (1996). Leiter MP Maslach Burnout Inventory Manual. Palo
Alto.
Mukundan, J., & Khandehroo, K. (2009). Burnout in relation to gender, educational
attainment, and experience among Malaysian ELT practitioners. The Journal of
Human Resource and Adult Learning, 5(2), 93-98.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 3, Wintetr 2018
114
Mukundan, J., & Khandehroo, K. (2010). Burnout among English language teachers in
Malaysia. Contemporary issues in education research, 3(1), 71.
Mousavy, S., Thomas, N. S., Mukundan, J., & Nimehchisalem, V. (2012). Burnout among
Low and High Experienced Teachers. International Journal of Applied Linguistics
and English Literature, 1(4), 24-29.
Ozan, M. B. (2009). A study on primary school teacher burnout levels: The Northern Cyprus
Case. Education, 129(4), 692-704.
Pines, A., & Aronson, E. (1988). Career burnout: Causes and cures. New York: Free Press.
Richard JC Farrell TS (2005). Proffetional development for language teachers: strategies for
teacher learning (Cambridge university press).
Salami, S. O. (2011). Organizational role stress and burnout psychology essay. Asian Social
Science, 7(50), 110-121.
Schaufeli, W., & Enzmann, D. (1998). The burnout companion to study and practice: A
critical analysis. CRC press.
Sezer, F. (2012). Examining of teacher burnout level in terms of some variables. International
Online Journal of Educational Sciences, 4(3), 617-631.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: a
study of
relations. Teaching and Teacher Education, 26, 1059-1069
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teacher’s: Relations with stress
appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21(1), 37–
53.
Voller, P. 1997. “Does the Teacher Have a Role in Autonomous Language Learning?” In
Autonomy and Independence in Language Learning, edited by P. Benson and P.
Voller, 98–113. London: Longman.
Travers, C. J., & Cooper, C. L. (1996). Teachers under pressure: Stress in the teaching
profession. Psychology Press.