عنوان مقاله [English]

The Relationship Between Teachers' Instruction Procedures and Job Burnout

نویسندگان [English]

  • Azizeh Chalak
  • Parviz Birjandi
  • S. Esmail Hosseini
  • Ahmad Reza Jafari Dehkordi
  • Omid Tabatabaei
  • Sondos Mansouri
  • Amir Farzad Ashouri
  • Mansour Koosha
  • Sahar Najarzadegan
  • Ahmad Reza Lotfi
  • MohammadAli Nadi
  • Mohsen Salimian
  • Fakhri Shatalebi
  • Nader Soleimani
  • Mansoor Tavakoli
  • Omid Tabatabaei
  • Hossein Bagheri
  • Hossein Heidari Tabrizi
  • Zahra Fotovatnia
  • GholamReza Akbari
  • Behrouz Nouri Samani
  • Safura Masaeli
  • GholamReza Zareie
  • Naser Abasszadeh
  • Narges Saeedian

چکیده [English]

The purpose of the study was to explore the relationship between teacher instruction procedure and job burnout. The participants in this study were 140 teachers (males=87,females=53) at secondary schools in Garmsar. Two instruments were used to collect data. The teachers' instruction procedure was measured by the use of a researcher made questionnaire (with three dimensions of instruction as direct, semi‐direct and indirect). The job burnout (namely: emotional exhaustion, depersonalization and decreased professional efficacy) was measured by the Maslach Burnout Inventory (MBI). The data were analyzed using the Pearson product‐moment correlation technique, Chi‐Square test and regression. The major findings were as follows: 1) A signi􀏐icant relationship between total teachers' nstruction procedure and total burnout. 2) A positive relationship between teachers' direct instruction procedure and job burnout. 3) A Negative relationship between teachers' indirect instruction procedure and job burnout. 4) No significant relationship between teachers' semi‐direct instruction procedure and job burnout. 5) A positive relationship was found between teachers' direct instruction procedure with each three dimensions of job burnout (Emotional exhaustion, depersonalization and reduced personal accomplishment). 6) A signi􀏐icantly negative relationship was found separate between teachers' direct instruction with each dimension of job burnout. 7) There was no relationship between teachers' semi‐direct instruction procedure with each three dimensions of job burnout.

کلیدواژه‌ها [English]

  • Breadth of Vocabulary Knowledge
  • Explicit Written GJ Task
  • interaction
  • Intermodal Transfer
  • job burnout
  • Morphological Kknowledge
  • Preference Organization
  • Rhetorical Modes
  • study styles
  • test score pollution
  • translation
  • Translation strategy
  • UG
  • Vocabulary
  • Assessment
  • core
  • Dispreferred Seconds (responses)
  • Grammaticality Judgement Task
  • instruction procedure
  • Lexical Inferencing Strategies
  • Morphological Structure Knowledge
  • reading comprehension
  • Risk‐takers
  • scholastic achievement motive
  • Situational
  • task
  • Textbook evaluation
  • Zero‐Equivalent FL forms
  • contextual factors
  • Feedback
  • Implicit Written GJ Task
  • Interlanguage Knowledge
  • Iranian EFL Pre‐university Students
  • Periphery
  • Preferred Seconds
  • Risk‐averse Learners
  • speaking ability
  • Students
  • teacher
  • Undergraduate English Translation Students
  • Word Type
  • Dispreferred Markers
  • Iranian universities
  • L2 Grammatical Pro􀏐iciency
  • Learning Activity/Context
  • Rating Type
  • recasts
  • Secondary School
  • Test preparation
  • the Subset‐ Superset Directionality Hypothesis
  • Tolerance for ambiguity
  • University
  • Word Family
  • BNC Lists
  • Iranian EFL Oral Proficiency
  • Performance Variability
  • Repeated Measures Design
  • Test‐wiseness
  • EFL Iranian Learners
  • Iranian EFL Secondary and High School Textbooks
  • Subjacency
  • test anxiety
  • motivation
  • Critical language testing
  • Multi‐level view of SL assessment