ERIC Number: EJ1050135
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 72
How Do Self-Efficacy, Contextual Variables and Stressors Affect Teacher Burnout in an EFL Context?
Khani, Reza; Mirzaee, Alireza
Educational Psychology, v35 n1 p93-109 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Iran