Examining the Relationship between Iranian EFL Teachers' Critical Thinking, Social Emotional Competence, and Teacher Burnout with Regard to Gender and Experience [Latin Thesis]
Faezeh Moradi
| Record Identifier: | 16916 |
| Title: | Examining the Relationship between Iranian EFL Teachers' Critical Thinking, Social Emotional Competence, and Teacher Burnout with Regard to Gender and Experience |
| Personal Name: | Faezeh Moradi |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Nabi Karimi |
| Advisor: | Dr. Masoomeh Estaji |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2017 |
| Abstract: | Teachers are the most important part of the education system because they are the determinant of a qualified teaching environment (Kucukoglu,2013). Hence, due to the stressful work they do, teachers often experience burnout . Few studies (Jenning & Greenberg, 2009, Yaghubi & Habibinejad,2015) can be found which have directly addressed the issue of burnout by considering the influence of teachers coping resources such as Social Emotional Competence and Critical Thinking especially in an EFL context. Therefore, in order to bridge this gap, the present study was conducted to investigate the relationship among teachers critical thinking, social emotional competence and teacher burnout in terms of gender and level of experience. Also, this study examined the variables and components which could best predict teacher burnout. Moreover, this study examined how EFL teachers with high level of CT and SEC deal with burnout, in other words, what strategies they use in dealing with burnout. This multimethod research study entailed both quantitative and qualitative phases. As for the quantitative phase, 150 EFL teachers with low, mid and high level of experience, including 50 male and 100 female participants responded to three questionnaires in Mashhad and Tehran English institutes, namely Teacher Burnout Questionnaire (Maslach,1982), Social Emotional Competence Questionnaire (Karalyn, 2012), and Critical Thinking Questionnaire (Honey, 2004). Regarding the qualitative phase, the researcher conducted semi structured interviews with 10 participants among the surveyed ones, selected through convenience sampling. Multiple statistical techniques, such as Pearson Product Moment Correlation Coeffient, Analysis of Variance (ANOVA), Eta Correlation, Independent Samples T-Test, Linear Regression, and Multiple Regression were employed to analyze the quantitative research questions of the study. The findings of Pearson Product Moment correlation and Eta Correlation coefficient showed that social awareness was negatively and significantly correlated with exhaustion subcomponent of burnout and total burnout scores. Also, Critical thinking was found to be negatively and significantly correlated with depersonalization subcomponent of burnout, personal achievement subcomponent of burnout, and total burnout scores. Moreover, the results of t-test and one-way ANOVA indicated that the only significant difference found was between gender categories in terms of CT. In order to get a deeper understanding of this significant difference, the descriptive statistics of CT across the gender categories were checked, which indicated that males had a much higher level of CT than females. Finally, the findings of Multiple Regression showed that both social awareness and CT were significantly correlated with total burnout, but from the Beta values of a separate multiple regression it could be concluded that, CT was a better predictor of total burnout than social awareness. The findings of qualitative data analysis, using frequency counts and descriptive statistics, demonstrated that the vast majority of the teachers (70 %) found the main cause of their burnout students unwillingness and disruptive behaviors, however , 30 % of the teachers considered inappropriate and not having enough materials as the reason of their burnout, The most applied technique by most of the teachers (70%) in dealing with burnout was having effective teacher-student relationships by enhancing teacher s social emotional competence. |
| Register Number | Version | Volume | Part | Reference | Call Number | lended | Date Back | Description | |
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