The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers
The psychological constructs of teachers have become the focus of a growing line of research in numerous studies in both mainstream and second language teacher education over the recent decades. Many studies have addressed the relationship between teacher commitment and other variables; however,...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-02-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3267_a764c13abec46efb105cda9880b1621e.pdf |
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| Summary: | The psychological constructs of teachers have become the focus of
a growing line of research in numerous studies in both mainstream
and second language teacher education over the recent decades.
Many studies have addressed the relationship between teacher
commitment and other variables; however, its interaction with
teacher burnout and school climate has not received much attention
in EFL contexts. The present study investigated the mediating role
of teacher burnout and school climate in predicting teacher
commitment among Iranian high school EFL teachers. In doing so,
417 teachers completed three measuring instruments: English
Language Teacher Commitment Questionnaire, Revised School
Level Environment Questionnaire, and Maslach Burnout
Inventory. The results of hierarchical regression analysis
demonstrated that teacher burnout and school climate could predict
teachers’ commitment to their profession. Although both variables
had a unique effect on teacher commitment, school climate was a
stronger predictor of teacher commitment. The results can offer
implications for EFL teachers, school principals, educators, and
teacher education programs |
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| ISSN: | 2676-5357 |