Teachers’ Burnout levels in Iranian EFL Context: The case of Junior High School, Senior High School, University, and Private English Institute EFL Teachers
الموضوعات : نشریه زبان و ترجمه
Shadab Jabbarpoor
1
(Department of English, Faculty of Humanities, Garmsar Branch, Islamic Azad University, Garmsar, Iran)
الکلمات المفتاحية: Emotional Exhaustion, Depersonalization, reduced personal accomplishments, teacher burnout,
ملخص المقالة :
Maslach and Jackson first introduced the concept of ‘burnout’- a state of physical and emotional exhaus- tion emerging from work conditions- in 1980. The importance of investigations of burn out lies in the fact that it is directly related to the quality of teaching. There are three basic criteria set to predict, evaluate, and prevent burnout: depersonalization, emotional exhaustion, and personal accomplishments. Teachers in Iran are not an exception to developing burnout, and neither are Iranian EFL teachers. To investigate the current situation of teacher burnout in general and the three criteria set by Maslach and Jackson among Iranian EFL teachers, the researchers selected 40 junior high school, 40 senior high school, 40 university, and 40 private English institute EFL teachers, and sought their burnout levels via Maslach Burnout Inventory. The statistical analysis of the data revealed the existence of significant dif- ferences among the burnout levels of these four groups of EFL teachers. Junior high school teachers re- ported the highest degree of reduced personal accomplishment whereas the highest levels of depersonali- zation, emotional exhaustion, and total burnout were reported by senior high school teachers. University teachers reported the smallest degree of burn out.
Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. InWenden and Rubin (Eds.), Learner strategies in language learning. Englewood Cliffs, NJ:Prentice-Hall.
Adams, M. J. (1990). Beginning to read, thinking and learning about print. Cambridge,MA: MIT Press.
Aebersold, J.A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language class-rooms. Cambridge: Cambridge UniversityPress.
Anderson, N. J. (2002). The role of metacogni-tion in Second language teaching and learning. Online Resources: Digest. Re-trieved November 1, 2006, from http://www.cal.org/resources/digest/0110
Anderson.html. Ausburn, L. J., & Ausburn, F. B. (1978). Cognitive styles: some infor-mation and implications for instructional design. Educational Communication and Technology, 26(4), 337-354.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and Reading. In P. D. Pearson, R.Barr, M. L. Kamil & P. Mosenthal (Eds.), Handbook of Reading Research
(pp. 353-394). NewYork: Longman.
Bamford, J., & Day, R. (1998). Teaching Read-ing. Annual Review of Applied Linguistics, 18, 124-141.
Bandura, A. (1977). Social learning theory. NewYork. General Learning Press. Journal of second language writing, 10(4), 277-303.
Barnett, Marva. A. (1989). More than meets the Eye-Foreign Language Reading: Theory and Practice. Washington: Center for Ap-plied Linguistics, 1989.
Beaulieu, R. P. (1991). Peak activation time, ex-traversion, and students' achievement.
Perceptual and Motor Skills, 73, (3, Pt2),Spec Issue, 1217-1218.
Bernhardt, E. (1991). Reading development in second language: theoretical, empirical, and classroom perspectives. Norwood,NJ: Ablex.
Block, E. L. (1992). See how they read: compre-hension monitoring of L1 and L2 readers.
TESOL Quarterly, 26, 319-343.Borkowski, J. G. (1992). Metacognitive theory:
A framework for teaching literacy, writ-ing, and math skills. Journal of Learning Disabilities, 25(4), 253-257.
Brightman, H. J. (2004). Gsu master teacher program: On learning styles.Georgia stateUniversity, Retrieved September 27, 2004, from http;//www.gsu/dschjb/wwwmbti:htm.
Brown, A.L. (1980). Metacognitive Development and Reading. In R.J. Spiro, B.C. Bruce., & W.F. Brrewer (Eds.),Theoretical issues in reading comprehension (pp. 453-481). Hillsdale, New Jersey, Lawrence Erlbaum Associates, Publishers.
Brown, A. L. (1987). Executive control, self-regulation, and other more mysterious mechanisms. In F. Weinart & R. Kluwe (Eds.). Metacognition, Motivation, and Understanding. Hillsdale, NJ: Erlbaum,65-116.
Brown, H. D. (1993). Principles of language learning and teaching. Englewood Cliffs,NJ: Prentice Hall Regents.
Busch, D. (1982). Introversion-extraversion and the EFL proficiency of Japanese students.
Research in Language Studies, 32, 109-132.Byrd, E. H., Carter, E. C., &Waddoups, S. D.
(2001). Taking control of your college reading and learning. Orlando, FL: Har-court College Publishers
Celce- Murcia , M. (2001). Teaching English as a second or foreign Language (3rd Edition).University of California, Los Angeles. Boston, MA: Heinle & Heinle
Chastain, K. (1988). Developing second lan-guage skills. Theory and Practice (Third Edition). Harcourt Brace Jovanovich, Inc.USA.
Chen, S.Q. (1990). A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning 40, pp. 155-187.
Cook, V. (2001). Second Language learning and language teaching (Third edition). Lon-don: Edward Arnold.
Cotterall, S. (2009). Student autonomy in a main-stream writing course: articulating learn-ing gains. In Pemberton, R., Toogood, S., Barfield, A. (Eds.), Maintaining control: Autonomy and language learning, Hong Kong University Press, Hong Kong, pp. 87-107.
Demirel, Ö. (1992). ELT methodology. Ankara: USEM publications.
Dun, R. S., & Dunn, K. J. (1979). Learning styles / Teaching styles: Should they. can they. be matched? Educational Leadership, 36, 238-244
Dunn, R. & Griggs, S. (1988). Learning styles: quiet revolution in American schools:Reston, National Association of Second-ary School Principals.
Day, R. &Harsch, K. (2007). Cover to cover 2: reading comprehension and fluency. Ox-ford: Oxford University Press.
Ehrman, M. E. (2001). Bringing learning strate-gies to the learner: the FSI languagelearning consultation service.
Ehrman, M.E., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31, 393-415.
Ehrman, M.E. & Oxford, R. (1989). Effects of sex differences, career choice, and psy-chological type on adult language learning strategies. Modern Language Journal 73(1), 1-13.
Ellis, R. (1994). The study of second language
acquisition. Oxford: Oxford UniversityPress.
Fisher, P. M., & Mandl, H. (1984). Learner, Text variables, and the control text comprehen-sion and recall. In Mandl, H., Stein, N. L and Trabasso, T. Learning an Compre-hension of text. (pp. 213-250). Hillsdale,New Jersey., Lawrence Erlbaum Associ-ates, Publishers.
Flavell, J. H. (1979). Metacognition and cogni-tive monitoring: A new era of cognitive development inquiry. American Psycholo-gist, 34, 906-911.
Flavell, J. H., & Wellman, H. M. (1977). Metamemory. In R. V. Vail, & J. W. Ha-
gen, (Eds.). Perspectives on the develop-ment of memory and cognition (pp. 3-33).Hillsdale, NJ, L. Erlbaum.
Fries, C. C. (1963). Linguistics and reading. NewYork: Halt, Rinehart & Winston.
Freeman, D. (1986). Techniques and Principles
in Language Teaching. Hong Kong: Ox-ford University Press.
James, W. B., & Gardner, D. L. (1995). Learning styles: Implications for distance learning.
New Directions for Adult and Continuing Education, 67, 19-31.
Gardner, R., & Holzman, P.S., & Klein, G. S., & Linton, H., & Spence, E. (1959). Cogni-tive control: a study of individual consist-encies in cognitive behavior. Psychologi-cal Issues, 1(4), 230-251.
Garger, S., & Guild, P. (1984, February). Learn-ing styles: The crucial differences. Curric-ulum Review, 9-12.
Goodman, K. S. (1967). “Reading: A psycholin-guistic Guessing Game”. Journal of the reading specialist, 6. Reprinted in lan-guage and reading. An Interdisciplinary Approach. Ed. D. V. Gunderson (Wash-ington, D. C.: center for Applied Linguis-tics, 1970), pp. 107-119.
Gregorc, A. F. (1979). Learning / teaching styles. Potent forces behind them. Educational Leadership, 36, 234-236
