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Title
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A Structural Model of Teacher Self-Efficacy, Resilience, and Burnout among Iranian EFL Teachers
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Type
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JournalPaper
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Keywords
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Resilience, Burnout, Teacher Self-Efficacy, EFL Teachers, Structural Equation Modeling
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Abstract
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As the individual and psychological constructs of teachers have gained momentum recently, a growing number of empirical studies have been carried out to investigate the relationships among teacher-related variables. In order to further explore the associations between teacher variables in English as a Foreign Language (EFL) context, this research explored the significance of teachers’ sense of efficacy and their resilience in predicting teacher burnout among Iranian EFL teachers. To this end, a total number of 213 male and female practicing teachers filled out a battery of three measuring instruments for these constructs. Structural Equation Modeling was used to test the structural model of the constructs. The results demonstrated that teacher self-efficacy represented 20.1% of the burnout variance while teacher resilience explained 11.7% of the variance in teacher burnout. It was found that although either of the two variables had a unique contribution to burnout, teacher self-efficacy appeared to be a more powerful predictor of burnout than teacher resilience. The findings have significant implications for teacher education programs.
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Researchers
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Abdulbaset Saeedian (Second Researcher), Jalil Fathi (First Researcher)
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