Exploring the Predictive Role of Reflective Journal Writing on Teacher Burnout Dimensions: A Quantitative Analysis

This quasi-experimental study (N = ۱۲۰ EFL teachers; ۸۰ experimental, ۴۰ control) examined the effect of reflective journaling as a professional development upon teacher burnout, defined by depersonalization, emotional exhaustion, and personal accomplishment. Using the Maslach Burnout Inventory (Maslach et al., ۲۰۱۸) and a five-facet rubric assessing teachers' level of burnout due to the impact of Reflective Writing Quality (RWQ). The rubric was adapted from both the REFLECT Rubric (۲۰۱۲) and the Lasater Clinical Judgment Rubric (۲۰۰۷). Multiple regression analyses indicated that RWQ predicted lower emotional exhaustion (ẞ -۰.۳۴, p <.۰۱, R = ۰.۳۱) and depersonalization (ẞ = -۰.۳۰, p <.۰۱, R = ۰.۲۴), but not personal accomplishment (ẞ ۰.۱۵, p =.۱۸۴, R= ۰.۲۲). Welch's t-tests analyzed the continuous data for both emotional exhaustion and depersonalization as the dependent variables. The results displayed that the experimental group experienced a significant decrease in burnout for both aspects. Female and less-experienced teachers displayed the greatest variations in effect; therefore, policymakers might consider the incorporation of reflective journaling into professional development that is beneficial for teachers' well-being. Further research might determine whether the gains in reduced burnout were retained over time and in other EFL contexts.

کلیدواژه ها:

Teacher burnout ، Reflective journal writing ، Maslach Burnout Inventory ، Reflective Writing Quality ، Professional Development