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Exploring the Relationship between Teacher Burnout, Personality Traits, and Psychological Distress among Iranian EFL Teachers: A Mixed-Methods Study | ||
Journal of Language Horizons | ||
دوره 4، شماره 1 - شماره پیاپی 7، فروردین 2020، صفحه 175-199 اصل مقاله (595.61 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.30139.1252 | ||
نویسندگان | ||
Sasan Baleghizadeh* 1؛ Leyli Amiri Shayesteh2 | ||
1Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Shahid Beheshti University, Tehran, Iran | ||
2PhD Student in English Language Teaching, Department of English Language and Literature, Faculty of Literature and Humanities, Shahid Beheshti University, Tehran | ||
چکیده | ||
This study was carried out to investigate the relationship between burnout, personality traits, and psychological distress among Iranian EFL teachers. Moreover, it was an attempt to examine the effectiveness of five personality factors in predicting burnout aspects among EFL teachers. To this end, a sequential mixed-methods design was utilized. Maslach Burnout Inventory, Personality Traits Scale, and Psychological Distress Scale were the instruments administered to 110 Iranian EFL teachers working in private English language institutes in Tehran. Additionally, a semi-structured interview was conducted to delve into the teachers’ opinions regarding the reasons and repercussions of teachers’ burnout. The results of the study revealed that teachers’ burnout aspects were associated with both psychological distress and personality traits. The results also found a significant negative correlation between the emotional exhaustion and depersonalization aspects of burnout and the four personality traits involving openness to experience, extraversion, conscientiousness, and agreeableness. Finally, the results of the study indicated that the rise in neuroticism led to an increase in emotional exhaustion and depersonalization aspects of burnout. The results of independent-samples t-test revealed that teaching experience contributed to teachers experiencing less burnout. The results of the study can enlighten teachers as to what extent teachers’ burn out can be predicted by psychological distress, and personality traits, which, in turn can encourage teacher training programs to concern themselves with the mental health and preparedness of trainees to teach. | ||
کلیدواژهها | ||
Burnout؛ Personality Traits؛ Psychological Distress؛ Teaching Experience؛ EFL Teachers | ||
عنوان مقاله [English] | ||
بررسی رابطۀ میان فرسودگی شغلی، ویژگیهای شخصیتی و پریشانی روانشناختی در میان مدرسان ایرانی زبان انگلیسی: پژوهشی ترکیبی | ||
نویسندگان [English] | ||
ساسان بالغی زاده1؛ لیلی امیری شایسته2 | ||
1دانشیار گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه شهید بهشتی، تهران، ایران | ||
2دانشجوی دورۀ دکتری آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه شهید بهشتی، تهران | ||
چکیده [English] | ||
پژوهش حاضر با هدف بررسی رابطۀ میان فرسودگی شغلی، ویژگیهای شخصیتی و پریشانی روانشناختی در میان مدرسان ایرانی زبان انگلیسی بهعنوان زبان خارجی انجام گرفت. علاوه بر آن، سعی بر این بود تا اثرگذاریِ پنج عامل شخصیتی معلم در پیشبینی ابعاد فرسودگی شغلیِ مدرسان زبان انگلیسی بررسی گردد. برای رسیدن به این منظور، از روش پژوهش ترکیبیِ متوالی استفاده شد. ابزار مورد استفاده در این پژوهش، شامل پرسشنامههای فرسودگی شغلی ماسلاک، مقیاس ویژگیهای شخصیتی و مقیاس پریشانی روانشناختی بود که در اختیار 110 مدرس در آموزشگاههای خصوصی زبان انگلیسی در شهر تهران قرار گرفت. علاوه بر آن، مصاحبۀ نیمهساختاریافتهای نیز با تعدادی از مدرسان انجام شد تا نظر آنان در مورد دلایل و پیامدهای فرسودگی معلم مشخص شود. یافتههای پژوهش نشان داد ابعاد مختلف فرسودگی معلم با پریشانی روانشناختی و ویژگیهای شخصیتی معلم همبسته است. نتایج همچنین حاکی از آن بود که میان خستگی عاطفی و مسخ شخصیت از عوامل فرسودگی و چهار ویژگی شخصیتی شامل پذیرش تجربیات جدید، برونگرایی، وظیفهشناسی و توافقپذیری رابطۀ همبستگی منفی و معناداری وجود دارد. همچنین مشخص شد افزایش روانرنجوری موجب افزایش دو بعد از فرسودگی، یعنی خستگی عاطفی و مسخ شخصیت میگردد. نتایج آزمون تی نمونههای مستقل نیز نشان داد که میزان تجربۀ تدریس موجب کاهش فرسودگی معلم میشود. نتایج این پژوهش میتواند از این نظر برای مدرسان آگاهیبخش باشد که پریشانی روانشناختی و ویژگیهای شخصیتی معلم تا چه اندازه میتواند میزان فرسودگی معلم را پیشبینی کند و از این رهگذار میتوان برنامههای تربیت معلم را بهسوی توجه بیشتر به سلامت ذهن و آمادگی کارورزان تدریس سوق داد. | ||
کلیدواژهها [English] | ||
فرسودگی شغلی, ویژگیهای شخصیتی, پریشانی روانشناختی, تجربۀ تدریس, مدرسان زبان انگلیسی بهعنوان زبان خارجی | ||
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