An Inquiry into EFL Instructors’ Organizational Silence, Job Insecurity, Job Satisfaction, and Burnout
الموضوعات : نشریه زبان و ترجمه
Linda Samadi
1
(MA in TEFL, Department of Foreign Languages, Islamic Azad University, Shiraz Branch, Shiraz, Iran)
Mohammad Bagheri
2
(Assistant Professor, Department of Foreign Languages, Islamic Azad University, Shiraz Branch, Shiraz, Iran)
Firooz Sadighi
3
(Professor (Emeritus) , Department of Foreign Languages, Islamic Azad University, Shiraz Branch, Shiraz, Iran)
Lotfollah Yarmohammadi
4
(Professor (Emeritus) , Department of Foreign Languages, Islamic Azad University, Shiraz Branch, Shiraz, Iran)
الکلمات المفتاحية: Organizational silence, burnout, Job satisfaction, EFL instructors, job insecurity,
ملخص المقالة :
The dualistic nature of the present study explored if there existed any relationship between organizational silence, job insecurity, job satisfaction, and burnout among EFL instructors and if job satisfaction me- diated the latent relationships among organizational silence, job insecurity, and burnout. To this end, 120 EFL instructors from different Azad University branches in the Fars province, Iran, chosen based on one- stage convenience cluster sampling filled out four questionnaires, i.e. questionnaire, Burnout Inventory, and Minnesota Satisfaction Questionnaire. To investigate any relationship between organizational silence, job insecurity, and burnout among EFL instructors, the researchers performed the Pearson Correlation coefficient. Additionally, to investigate if job satisfaction mediated the relationships between the three variables, the researchers ranpath analysis via Amos 21. The results revealed direct positive relationships between organizational silence, job insecurity, and burnout among EFL instructors and job satisfaction did not mediate these relationships indicating that organizational silence and job insecurity could directly cause burnout or affect the probable level of burnout among EFL instructors and their level of satisfaction did not intervenet he present study provides significant contributions to principals, managers, and organi- zational policymakers in educational settings by warning them of the important factors that cause job bur- nout among EFL instructors and affect their well-being and efficacy.The results also added some more insight about EFL instructors‟ affairs to the body of related literature.
Abedi Ostad, S. A., Ghanizadeh, A., Ghanizadeh, M., & Lin, T.-B. (2019). The dynamism of EFL teachers‟ professional identity with respect to their teaching commit- ment and job satisfaction. In: Vol. 6. Co- gent Education (pp. 1685353): Cogent OA.
Afkhami Ardakani, M., & Mehrabanfar, E. (2012). Organizational Silence, from Roots to Solutions: A Case Study in Iran Petroleum Industry. Iranian Journal of Oil & Gas Science and Technology, 4(2), 68-83. doi:10.22050/ijogst.2015.9593
Akın, U., & Ulusoy, T. (2016). The Relationship between Organizational Silence and Bur- nout among Academicians: A Research on Universities in Turkey. International Journal of Higher Education, 5. doi:10.5430/ijhe.v5n2p46
Al-Rousan, M. A. A., & Omoush, M. M. (2018). The effect of organizational silence on burnout: A field study on workers at Jor- danian five-star hotels. Journal of Man- agement and Strategy, 9(3), 114-122.
Aras, A., Guraksin, A., Kosan, Z., Calıkoglu, E. O., & Yerli, E. B. . (2018). Burnout syndrome, job satisfaction and associated factors among primary health care doctors in Erzurum, Turkey. Journal of Surgery and Medicine, 2(2), 105-110.
Aylsworth, J. (2008). Change in the workplace: Organizational silence can be dangerous. Available from Www. examiner.com. Organizational Psychology Examiner
Bagheri, G., Zarei, R., & Nik Aeen, M. (2012). Organizational silence (basic concepts and its development factors. Ideal Type of Management, 1(1), 47-58.
Blase, J. J. (1986). A Qualitative Analysis of Sources of Teacher Stress: Consequences for Performance. American Educational Research Journal, 23(1), 13-40. doi:10.3102/00028312023001013
