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ShayesteFar, Parvaneh, Mirheydari, Ashraf. (1403). English Language Teachers’ Burnout, School Climate, Satisfaction and Efficacy: A Predictive Mediation Model. , 2(2), -. doi: 10.22077/ali.2025.8785.1077
Parvaneh ShayesteFar; Ashraf Mirheydari. "English Language Teachers’ Burnout, School Climate, Satisfaction and Efficacy: A Predictive Mediation Model". , 2, 2, 1403, -. doi: 10.22077/ali.2025.8785.1077
ShayesteFar, Parvaneh, Mirheydari, Ashraf. (1403). 'English Language Teachers’ Burnout, School Climate, Satisfaction and Efficacy: A Predictive Mediation Model', , 2(2), pp. -. doi: 10.22077/ali.2025.8785.1077
ShayesteFar, Parvaneh, Mirheydari, Ashraf. English Language Teachers’ Burnout, School Climate, Satisfaction and Efficacy: A Predictive Mediation Model. , 1403; 2(2): -. doi: 10.22077/ali.2025.8785.1077

English Language Teachers’ Burnout, School Climate, Satisfaction and Efficacy: A Predictive Mediation Model

Applied Linguistics Inquiry
مقاله 5، دوره 2، شماره 2، آذر 2024
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22077/ali.2025.8785.1077
نویسندگان
Parvaneh ShayesteFar* 1؛ Ashraf Mirheydari2
1Assistant Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Shahid Bahonar (Nasibeh Branch), Farhangian Teacher Education University, Tehran, Iran
2Department of Educational Sciences, Farhangian Teacher Education University, Esfahan, Iran
چکیده
Research on stress-causing variables in the teaching profession often documents an interplay between teacher burnout and its correlates. This study brings forth concerns about the contribution of teacher/school climate, job satisfaction and self-efficacy as the hypothesized predictors of occupational burnout among EFL teachers. Using multiple regression analyses, a descriptive correlational model was examined against the survey data collected from a sample of 198 Iranian EFL teachers. The results showed significant inverse relations between dimensions of teacher/school climate and dimensions of burnout, showing teacher/school climate as a significant negative predictor of burnout (p <.05, R2=.20, β=-.447). The results also revealed the significant role of teacher satisfaction and teacher self-efficacy in predicting aspects of burnout (p <.05). The two variables were also found as mediator of the effect of teaching climate on dimensions of burnout, showing a perspective of interaction between contextual factors and individual resources. Given the effects of teacher/school contextual stressors and their direct or indirect influence on teachers’ vulnerability to burnout syndrome, the implications of the findings are discussed in view of teacher training and intervention programs.
کلیدواژه‌ها
Teacher/School Climate؛ Job Satisfaction؛ Self-efficacy؛ Occupational Stressors؛ Burnout
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