Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs

The study aimed to investigate and compare the demographic and contextual factors influencing the level of burnout of English as a Foreign Language (EFL) teachers teaching at Iranian Public Schools (IPS) and Private Language Institutes (PLI). To this end, both quantitative and qualitative methods of...

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Main Authors:	Navidinia, Hossein, Heiran, Akbar
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:	http://journalarticle.ukm.my/11519/ http://journalarticle.ukm.my/11519/ http://journalarticle.ukm.my/11519/1/22219-63850-1-SM.pdf

id	ukm-11519
recordtype	eprints
spelling	ukm-115192018-04-04T04:01:24Z http://journalarticle.ukm.my/11519/ Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs Navidinia, Hossein Heiran, Akbar The study aimed to investigate and compare the demographic and contextual factors influencing the level of burnout of English as a Foreign Language (EFL) teachers teaching at Iranian Public Schools (IPS) and Private Language Institutes (PLI). To this end, both quantitative and qualitative methods of gathering data were used. 100 EFL teachers participated in the quantitative phase. They were asked to complete “Maslach Burnout Inventory” and to write their demographic information. Data were analyzed using independent sample T-tests. The results of T-tests showed that IPS teachers with higher educational degrees had higher levels of burnout. A significant difference in the level of burnout were also found among teachers with different years of teaching experience, however, no significant difference was found between female and male teachers’ level of burnout. In the qualitative phase of the study and in order to identify the contextual factors influencing teacher burnout, semi-structured interviews were conducted with 16 EFL teachers who were identified as “burnout teachers” based on the results of the first phase of the study. Low salary, heavy workload, teacher evaluation procedure, lack of teacher autonomy, student misbehavior, shortage of facilities, and time pressure were identified as some factors leading to teacher burnout. Penerbit Universiti Kebangsaan Malaysia 2017-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/11519/1/22219-63850-1-SM.pdf Navidinia, Hossein and Heiran, Akbar (2017) Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 9 (1). pp. 1-19. ISSN 1985-5826 http://ejournal.ukm.my/ajtlhe/issue/view/1047
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	The study aimed to investigate and compare the demographic and contextual factors influencing the level of burnout of English as a Foreign Language (EFL) teachers teaching at Iranian Public Schools (IPS) and Private Language Institutes (PLI). To this end, both quantitative and qualitative methods of gathering data were used. 100 EFL teachers participated in the quantitative phase. They were asked to complete “Maslach Burnout Inventory” and to write their demographic information. Data were analyzed using independent sample T-tests. The results of T-tests showed that IPS teachers with higher educational degrees had higher levels of burnout. A significant difference in the level of burnout were also found among teachers with different years of teaching experience, however, no significant difference was found between female and male teachers’ level of burnout. In the qualitative phase of the study and in order to identify the contextual factors influencing teacher burnout, semi-structured interviews were conducted with 16 EFL teachers who were identified as “burnout teachers” based on the results of the first phase of the study. Low salary, heavy workload, teacher evaluation procedure, lack of teacher autonomy, student misbehavior, shortage of facilities, and time pressure were identified as some factors leading to teacher burnout.
format	Article
author	Navidinia, Hossein Heiran, Akbar
spellingShingle	Navidinia, Hossein Heiran, Akbar Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs
author_facet	Navidinia, Hossein Heiran, Akbar
author_sort	Navidinia, Hossein
title	Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs
title_short	Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs
title_full	Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs
title_fullStr	Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs
title_full_unstemmed	Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs
title_sort	exploring the demographic and contextual factors influencing english language teachers’ burnout: implications for teacher education programs
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2017
url	http://journalarticle.ukm.my/11519/ http://journalarticle.ukm.my/11519/ http://journalarticle.ukm.my/11519/1/22219-63850-1-SM.pdf
first_indexed	2023-09-18T20:00:32Z
last_indexed	2023-09-18T20:00:32Z
_version_	1777406818168864768

Exploring the demographic and contextual factors influencing English language teachers’ burnout: implications for teacher education programs

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