دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها952
تعداد مقالات7,826
تعداد مشاهده مقاله13,027,686
تعداد دریافت فایل اصل مقاله9,227,981
Bagheri Nevisi, Reza, Alasadi, Zeinab. (1401). Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers. جلوه هنر, 6(1), 73-92. doi: 10.22051/lghor.2021.33516.1383
Reza Bagheri Nevisi; Zeinab Alasadi. "Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers". جلوه هنر, 6, 1, 1401, 73-92. doi: 10.22051/lghor.2021.33516.1383
Bagheri Nevisi, Reza, Alasadi, Zeinab. (1401). 'Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers', جلوه هنر, 6(1), pp. 73-92. doi: 10.22051/lghor.2021.33516.1383
Bagheri Nevisi, Reza, Alasadi, Zeinab. Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers. جلوه هنر, 1401; 6(1): 73-92. doi: 10.22051/lghor.2021.33516.1383

Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers

Journal of Language Horizons
مقاله 4، دوره 6، شماره 1 - شماره پیاپی 11، مرداد 2022، صفحه 73-92    اصل مقاله (503.19 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.33516.1383
نویسندگان
Reza Bagheri Nevisi* 1؛ Zeinab Alasadi2
1Associate Professor, Department of English Language and Literature, University of Qom, Qom, Iran
2English Department, University of Qom, Qom, IranMA Graduate, Department of English Language and Literature, University of Qom, Qom, Iran
چکیده
The study was an attempt to discover any possible correlation between EFL teachers' burnout and their emotional and cultural intelligence. Furthermore, it aimed at finding out which variable, emotional or cultural intelligence, could be a better predictor of teacher burnout. The study also delved into the possible relationship of gender and Iraqi EFL teachers' burnout and investigated which gender was more affected by burnout. Finally, male and female Iraqi teachers were compared and contrasted with regard to emotional intelligence and cultural intelligence. To this end, three questionnaires- (1) Maslach Burnout Inventory–Educators' Survey (MBI-ES), (2) the Cultural Intelligence Scale (CQS) developed by Van Dyne et al. (2008), and (3) Wang and Law Emotional Intelligence Scale (WLEIS)- were submitted to more than 200 teachers either in person or via email or an already-generated Google Doc link of the three questionnaires. Some teachers remained reluctant to share their responses and refused to fill out the questionnaires, but 164 Iraqi EFL teachers completed all the three questionnaires. The results demonstrated that Iraqi EFL teachers' burnout and their emotional and cultural intelligence correlated significantly but negatively. Both emotional and cultural intelligence could significantly and almost similarly predict teacher burnout. Moreover, teacher burnout and gender were significantly correlated and Iraqi EFL female teachers were more susceptible and vulnerable to teacher burnout. The study implies that emotionally and culturally-aware teachers might be able to take precautionary measures to either mitigate or curb teacher burnout.
کلیدواژه‌ها
teacher burnout؛ emotional intelligence؛ cultural intelligence؛ EFL teachers؛ gender
عنوان مقاله [English]
بررسی هوش فرهنگی و هوش عاطفی به عنوان پیش بینی کننده‌های فرسودگی شغلی مابین معلمان زبان انگلیسی عراقی
نویسندگان [English]
رضا باقری نویسی1؛ زینب الاسدی2
1دانشیار، گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران
2دانش‌آموختة کارشناسی ارشد، گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران
چکیده [English]
پژوهش حاضر، تلاشی برای کشف ارتباط بین فرسودگی شغلی معلمان زبان انگلیسی به عنوان زبان خارجی و هوش فرهنگی و عاطفی آن‌ها است. افزون بر این، هدف، کشف این نکته بود که کدام متغیر، هوش هیجانی یا فرهنگی، می‌تواند پیش‌بینِ بهتری در مورد فرسودگی شغلی معلم باشد. این مطالعه همچنین به جستجوی رابطة محتمل جنسیت و فرسودگی معلمان زبان انگلیسی عراقی پرداخته و بررسی کرد که کدام جنسیت بیشتر تحت تأثیر فرسودگی شغلی قرار گرفته‌است. در نهایت، معلمان مرد و زن عراقی با توجه به هوش هیجانی و هوش فرهنگی مورد سنجش و مقایسه قرار گرفتند. به این منظور، سه پرسشنامه 1) پرسشنامة هدفِ فرسودگی شغلی ماسلاچ ، 2) مقیاس هوش فرهنگی که توسط ون داین و همکاران (2008) طراحی شده، و 3) مقیاس هوش عاطفی وانگ و لا، برای بیش از 200 معلم، یا حضوری یا از طریق ایمیل و یا از طریق لینک از پیش ساخته‌شده گوگل‌داک از سه پرسشنامه ارائه شد. برخی معلمان از به اشتراک گذاشتن پاسخ‌های خود بی‌میل بودند و از پر کردن پرسشنامه پرهیز کردند، ولی 164 معلم زبان انگلیسی عراقی هر سه پرسشنامه را پر کردند. یافته‌ها نشان داد که معلمان زبان انگلیسی عراقی و هوش فرهنگی و فرسودگی شغلی آن‌ها، به صورت معنادار اما منفی با هم همبستگی داشت. هوش هیجانی و فرهنگی مشابه هم و به طور معناداری پیش بینی کننده فرسودگی شغلی بودند. همچنین، فرسودگی شغلی و جنسیت به صورت معناداری همبستگی داشتند و معلمان زبان انگلیسی عراقی زن بیشتر مستعد و در معرض فرسودگی شغلی بودند. یافته‌ها به طور ضمنی اشاره دارد که معلمان آگاه از نظر فرهنگی و عاطفی ممکن است بتوانند با اقدامات پیشگیرانه، فرسودگی شغلی خود را کنترل کرده و یا کاهش دهند.
کلیدواژه‌ها [English]
فرسودگی شغلی, هوش عاطفی, هوش فرهنگی, معلمان زبان انگلیسی به عنوان زبان خارجی, جنسیت
مراجع
  1. Bağçeci, B., & Hamamci, Z. (2012). An investigation into the relationship between burnout and coping strategies among teachers in Turkey. International Journal of Humanities and Social Science, 2(12), 67-72. https://doi.org/10.1.1.1063.7243
  2. Bar-On, R. (2001). Emotional intelligence and self-actualization. In J. Ciarrochi, J. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life: A scientific inquiry (pp. 82-97). Psychology Press. https://psycnet.apa.org/record/2001-05487-005
  3. Brislin, R., Worthley, R., & Macnab, B. (2006). Cultural intelligence: Understanding behaviors that serve people's goals. Group & Organization Management, 31(1), 40-55. https://doi.org/10.1177/1059601105275262
  4. Cano-Garcia, F. J., Padilla-Munoz, E. M., & Carrasco-Ortiz, M. A. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38(4), 929-940. https://doi.org/10.1016/j.paid.2004.06.018
  5. Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford University Press. https://www.sup.org/books/title/?id=3184
  6. Earley, P. C., & Peterson, R. S. (2004). The elusive cultural chameleon: Cultural intelligence as a new approach to intercultural training for the global manager. Academy of Management Learning & Education, 3(1), 100-115. https://www.jstor.org/stable/40214236?seq=1
  7. Esmaili, R., Khojaste, L., & Kafipour, R. (2018). The relationship between emotional intelligence and burnout among EFL teachers teaching at private institutions. Social Sciences and Humanities, 26(3), 1595-1616. https://doi.org/987-363-853-176.
  8. Fardinpour, F., & Masoomi, M. (2014). Personality traits as predictor of EFL teachers’ burnout. International Journal of Language Learning and Applied Linguistics World. (IJLLALW),7(3), 504-512.
  9. Farooq, M., U. (2014). Emotional intelligence and language competence: A case study of the English language learners at Taif University English language center. Studies in Literature and Language, 8(1), 6-9. https://doi.org/10.3968/j.sll.1923156320140801.4262
  10. Field, A. (2018). Discovering statistics using IBM SPSS: Statistics for statistics. SAGE Publications. https://us.sagepub.com/en-us/nam/discovering-statistics-using-ibm-spss-statistics/book260423
  11. Freudenberger, H., J. (1974). Staff burnout. Journal of Social Issues, 30(1), 159-165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
  12. Ghonsooly, B., Sharififar, M., Sistani, S. R., & Ghahari, S. (2013). Cultural intelligence in foreign language learning contexts. Cultus, 47(6), 47-68. http://www.cultusjournal.com/files/Archives/ghonsooly_et_al.pdf
  13. Gold, Y., & Roth, R. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. Routledge. https://lib.ugent.be/en/catalog/rug01:000406647
  14. Goleman, D. (1995). Emotional intelligence. Bantam books. https://psycnet.apa.org/record/1995-98387-000
  15. Hogan, R. L., & McKnight, M. A. (2007). Exploring burnout among university instructors: An initial investigation. Internet and Higher Education, 10(2),117-124. https://doi.org/10.1016/j.iheduc.2007.03.001
  16. Kelidbari, H. R. R., Dizgah, M. R., & Jourshari, P. R. (2012), The relationship between cultural intelligence and job performance of operational staff in Ports. Journal of Basic and Applied Scientific Research, 2(6), 6133-6138. https://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%202(6)6133-6138,%202012.pdf
  17. Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471-484. https://doi.org/10.1080/13664530.2011.642647
  18. Kremenitzer, J. P., & Miller, R. (2008). Are you a highly qualified, emotionally intelligent early childhood educator? Young Children, 63(4), 106-112. https://eric.ed.gov/?id=EJ819266
  19. Jennings, P.A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
  20. MacNab, B., & Worthley, R. (2012). Individual characteristics as predictors of cultural intelligence development: The relevance of self-efficacy. International Journal of Intercultural Relations, 36(1), 62-71. 10.1016/j.ijintrel.2010.12.001
  21. Marashi, H., & Zaferanchi, Z. (2010). The relationship between EFL teachers’ emotional intelligence and their effectiveness in managing young learners’ classrooms. Journal of English Language Studies, 1(4), 85-11.
  22. Maslach, C. (1982). Burnout: The cost of caring. Prentice-Hall. https://doi.org/10.1176/ps.34.7.650
  23. Maslach, C., & Schaufeli, W. B. (1993). Historical and conceptual development of burnout. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds.), Series in applied psychology: Social issues and questions. Professional burnout: Recent developments in theory and research (pp. 1-16). Taylor & Francis. https://psycnet.apa.org/record/1993-97794-001
  24. Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). Basic Books. https://scholars.unh.edu/psych_facpub/422/
  25. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-215. https://doi.org/10.1207/s15327965pli1503_02
  26. Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85(5), 121-130. https://doi.org/10.10.16/j.ijer.2017.07.006
  27. Mohammad Hosseinpur, R., & Sarbandi Farahani, M. (2017). Cultural intelligence, cultural identity, and EFL learners' use of politeness strategies. Journal of Modern Research in English Language Studies, 4(4), 27-45. https://doi.org/10.30479/elt.2017.1453
  28. Payne, W. L. (1985). A study of emotion: Developing emotional intelligence; self-integration; relating to fear, pain and desire [Unpublished doctoral dissertation]. The Union for Experimenting Colleges and Universities, Ohio. https://philpapers.org/rec/PAYASO
  29. Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M. J., Furnham, A., & Pérez-González, J. C. (2016). Developments in trait emotional intelligence research. Emotion Review, 8(4),335-341.  https://doi.org/10.1177/1754073916650493
  30. Petrides, K. V., Pita, R., & Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98(2), 273-289. https://pubmed.ncbi.nlm.nih.gov/17456273/
  31. Pines, A., & Aronson, E. (1988). Career burnout: Causes and cures. The Free Press. https://psycnet.apa.org/record/1988-98289-000
  32. Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41.
  33. Salehzade, M., & Lashkarian, A. (2015). The relationship between emotional intelligence and verbal intelligence in Iranian EFL learners. International Journal of Educational Investigations, 2(6), 88-95. http://www.ijeionline.cm/attachments/article/43/IJEI_Vol.2_No.6_2015-6-09.pdf
  34. Schaufeli, W. B. (2003). Past performance and future perspectives of burnout research. South African Journal of Industrial and Organizational Psychology, 29(4), 1-15. https://doi.org/10.4102/sajip.v29i4.127
  35. Shahmohamadi, F., & Hasanzadeh, R. (2011). Emotional intelligence and its predictive power in Iranian foreign language learners’ language achievement [Paper presentation]. International Conference on Social Science and Humanity, ACSIT Press, Singapore. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.477.5076&rep=rep1&type=pdf
  36. Shau, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety. The Modern Language Journal, 97(4), 917-922. https://europepmc.org/article/med/31736840
  37. Tomic, W., Evers, G., & Brouwers, A. (2004). Existential fulfillment and teacher burnout. European Psychotherapy, 5(1), 65-73. https://research.ou.nl/en/publications/existential-fulfillment-and-teacher-burnout
  38. Triandis, H. (2005). Cultural intelligence in organizations. Group & Organization Management, 31(1), 20-26. https://doi.org/10.1177/1059601105275253
  39. Van Dyne, L., Ang, S., & Koh, C. (2008). Development and validation of the CQS. In S. Ang & L. Van Dyne. (Eds.), Handbook of cultural intelligence: Theory, measurements, and applications (pp. 16-40). M. E. Sharpe. https://www.taylorfrancis.com/books/9781315703855/chapters/10.4324/9781315703855-10
  40. Van Dyne, L., Ang, S., & Koh, C. (2009). Cultural intelligence: Measurement and scale development. In M. A. Moodian (Ed) Contemporary leadership and Intercultural competence: Exploring the cross-cultural dynamics within organizations (pp. 233-254). Sage. https://doi.org/10.4135/9781452274942.n18
  41. Van Dyne, L., Ang, S., & Livermore, D. (2010). Cultural intelligence: A pathway for leading in a rapidly globalizing world. In K. Hannum, B. B. McFeeters, & L. Booysen (Eds.), Leading across differences (pp. 131-138). Pfeiffer. https://doi.org/10.1.1.582.29608
  42. Van Dyne, L., Ang, S., Ng, K. Y., Rockstuhl, T., Tan, M. L., & Koh, C. (2012). Sub-dimensions of the four factor model of cultural intelligence: Expanding the conceptualization and measurement of cultural intelligence. Social and Personality Psychology Compass, 6(4), 295-313. https://doi.org/10.1111/j.1751-9004.2012.00429.x
  43. Van Dyne, L., Ang, S., & Nielsen, T. (2007). Cultural intelligence. International Encyclopedia of Organization Studies, 1, 345-350. https://culturalq.com/wp-content/uploads/03/MOR-2007-Ang_Van-Dyne-etc.pdf
  44. Wallace, J. E., & Brinkerhoff, M. B. (1991). The measurement of burnout revisited. Journal Social Service Research, 14(5), 85-11. https://doi.org/10.1300/J079v14n01_05
آمار
تعداد مشاهده مقاله: 1,433
تعداد دریافت فایل اصل مقاله: 838


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب