The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers

  • سال انتشار: 1403
  • محل انتشار: فصلنامه پژوهشهای نوین در مطالعات زبان انگلیسی، دوره: 11، شماره: 4
  • کد COI اختصاصی: JR_JMRELS-11-4_002
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 84
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نویسندگان

Akram Bagheri

PhD candidate in TEFL, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

Masood Siyyari

Assitant professor of Applied Linguistics, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

Mojgan Rashtchi

Associate professor of TEFL, Faculty of Foreign Languages, Islamic Azad University, North Tehran Branch, Iran

چکیده

The psychological constructs of teachers have become the focus of a growing line of research in numerous studies in both mainstream and second language teacher education over the recent decades. Many studies have addressed the relationship between teacher commitment and other variables; however, its interaction with teacher burnout and school climate has not received much attention in EFL contexts. The present study investigated the mediating role of teacher burnout and school climate in predicting teacher commitment among Iranian high school EFL teachers. In doing so, ۴۱۷ teachers completed three measuring instruments: English Language Teacher Commitment Questionnaire, Revised School Level Environment Questionnaire, and Maslach Burnout Inventory. The results of hierarchical regression analysis demonstrated that teacher burnout and school climate could predict teachers’ commitment to their profession. Although both variables had a unique effect on teacher commitment, school climate was a stronger predictor of teacher commitment. The results can offer implications for EFL teachers, school principals, educators, and teacher education programs.

کلیدواژه ها

burnout, Commitment, EFL teachers, Regression Analysis, School Climate

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