The Role of Gender, Teaching experience, and academic degree in Iranian EFL Teachers' Burnout

Subject Areas : Journal of Teaching English Language Studies

Davood Mashhadi Heidar ¹ , Hossein Safarpour ²

1 - Islamic Azad University of Tonekabon
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Received: 2018-02-05 Accepted : 2018-03-07 Published : 2018-03-19

Keywords: gender, Iranian EFL Teachers, Teaching Experience, academic degree, Burnout Levels,

Abstract :

This study aims to examine the burnout level among Iranian English language teachers atTonekabon schools in Mazandaran province. More specifically, the present study intends tofind out the possible effects of the participants' gender, academic degree, and teachingexperiences on the three dimensions of burnout among Iranian English language teachers. Inthe present study, Maslach Burnout Inventory (MBI) Educatory survey (1986) was employedas the instrument to determine the burnout level among 30 teachers from various schools inTonekabon. A series of one sample t-test, Independent-sample t-test and one-way ANOVAwere used to analyze the data. The results indicated that all the respondents suffered fromburnout and females with less than five years of teaching experience, and bachelor degreeteachers were more affected by the burnout dimensions. The findings of the study may helpthe ministry of education to provide programs that can help alleviate burnout problemsamong the teachers.

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