The Relationship Between Iranian EFL Teachers’ Reflective Thinking and Burnout Level in Universities and Schools
Subject Areas : Journal of Language, Culture, and Translation
1 -
Keywords: burnout, University teachers, reflective thinking, English as a Foreign Language, School Teachers,
Abstract :
This study was conducted to investigate the relationship between English as a foreign language (EFL) teachers’ reflective thinking and burnout levels in the universities and schools of Iran. As the main data collection instruments, the Reflective Thinking questionnaire and Maslach Burnout Inventory were employed, which has also been validated for the Iranian population. Questionnaires were given to 178 EFL teachers who serve at Tehran and Ardabil universities and schools. The results showed a negative correlation between reflective thinking and burnout; teachers experienced relatively low burnout levels; their reflective thinking level was high. The results also revealed that university teachers experienced higher reflective thinking and lower burnout than school teachers. According to teachers’ workplace, the type of workplace affected reflective thinking in relation to the factor “ability to self-assess”. In the end, it was shown that when teachers’ reflective thinking increases, their burnout level decreases. The pedagogical implications of the results have been discussed.
References:
References
Abednia, A., Hovassapian, A., Teimournezhad, S., & Ghanbari, N.
(2013). Reflective journal writing: Exploring in-service EFL
teachers’ perceptions. System, 41(3), 503–514.
Akbari, R. (2007). Reflections on reflective teaching: A critical appraisal
of reflective practices in L2 teacher education. System, 35, 192- 207.
http://dx.doi.org/10.1016/j.system.2006.12.008.
Antoniou X, Kourtessis T, Koustelios A, Papaioannou A. (2007). Job
satisfaction among Physical Education Teachers compared to
teachers of other specialties. Sport Soc. 45,76-82.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research
on teachers' professional identity. Teaching and Teacher Education,
20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001.
Betoret, F. D. (2006). Stressors, Self-Efficacy, Coping Resources, and
Burnout among Secondary School Teachers in Spain. Educational
Psychology: An International Journal of Experimental Educational
Psychology, 26, 519-539. http://d x.doi.org /10.1080/0 144341050
0342492.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
128
Cano-García, F., Padilla-Muñoz, E.M., & Carrasco-Ortiz, M.A. (2005).
Personality and contextual variables in teacher burnout. Personality
and Individual Differences, 38(4), 929-940.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman,
W. H. A. (2011). Profiling teachers' sense of professional identity.
Educational Studies, 37(5), 593-608. https://doi.org /10.1 080/0
30556 98.2010.539857.
Chang, M. (2009). An appraisal perspective of teacher burnout:
Examining the emotional work of teachers. Educational Psychology
Review, 21, 193-218.
Choy S. Ch. and Oo P. C. (2012). Reflective thinking and teaching
practices: a precursor for incorporating critical thinking into the
classroom? International Journal of Instruction. 5(1). 167-182.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher,
D. (2020). Implications for educational practice of the science of
learning and development. Applied Developmental Science, 24(2),
97-140.
Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020).
Examining the roles of continuing professional development needs
and views of research in English language teachers’ success. The
Electronic Journal for English as a Second Language (TESL-EJ),
24(3). http://www.tesl-ej.org/pdf/ej95/a2.pdf
Dewey, J. (1933). How we think: A restatement of the relation of reflective
thinking to the educative process. New York D.C: Heath and
company.
El Helou, M., Nabhani, M., & Bahous, R. (2016). Teachers’ views on
causes leading to their burnout. School Leadership & Management,
36(5), 551-567.
Farrell, T.S.C. (2008). Reflective language teaching: from research to
practice. London: Continuum Press.
Farrell, T. S. C. (2016). Surviving the transition shock in the first year of
teaching through reflective practice. System, 61, 12-19.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy,
Reflection, and Burnout among Iranian EFL Teachers: The
Mediating Role of Emotion Regulation. Iranian Journal of
Language Teaching Research, 9(2), 13-37
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school
environment and motivational fac-tors. Teaching and Teacher
Education, 28, 514-525.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
129
Ghanizadeh, A., & Ghonsooly, B. (2014). A tripartite model of EFL
teacher attributions, burnout, and self-regulation: Toward the
prospects of effective teaching. Educational Research for Policy and
Practice, 13, 145–166. doi:10.1007/s10671-013-9155-3.
Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language
teaching: Emotion regulation and emotional laborstrategies as
predictors of teacher burnout. International Journal of Pedagogies
and Learning, 10(2), 139–150.doi: 10.1080 /220405 52.2015 .11138
47.
Ghanizadeh, A., & Jahedizadeh, S. (2016). EFL teachers’teaching style,
creativity, and burnout: A path analysis approach. Cogent Education,
3(1), 1–17.
Gibbs, S., & Powell, B. (2012). Teacher efficacy and pupil behavior: The
structure of teachers’ individual and collective beliefs and their
relationship with numbers of pupils excluded from school. British
Journal of Educational Psychology, 82(4), 564-584.
Hattie, J. A. C. (2003). Teachers make a difference: What is the research
evidence? Paper presented at the Building Teacher Quality: What
does the research tell us ACER Research Conference, Melbourne,
Australia.
Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead and the new
sociocultural studies of identity. In H. Daniels, M. Cole, & J. Wertsch
(Eds.), The Cambridge companion to Vygotsky.Cambridge:
Cambridge University Press.
Javadi, F., & Khatib, M. (2014). On the relationship between reflective
teaching and teachers’ burnout. International Journal of Research
Studies in Language Learning, 3(4), 85-96.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet,
C. (2005). The experience of work-related stress across occupations.
Journal of Managerial Psychology, 20, 178–187.
Kang, S. (2004). Using visual organizers to enhance EFL instruction.
JALT Journal, 58, 58-67.
Khajavy, G. H., Ghonsooly, B., & Hosseini Fatemi, A. (2017). Testing a
burnout model based on affective-motivational factors among EFL
teachers. Current Psychology: A Journal for Diverse Perspectives on
Diverse Psychological Issues, 36(2), 339–
349. https://doi.org/10.1007/s12144-016-9423-5.
Khani, R. & Mirzaee, A. (2014). How do self-efficacy, contextual
variables and stressors affect teacher burnout in an EFL context?
Educational Psychology: An International Journal of Experimental
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
130
Educational Psychology, 35, 1–17. doi: 10.1 080/0 14434 10.20
14.981510.
Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual
variables and stressors affect teacher burnout in an EFL context?
Educational Psychology, 35(1), 93-109.
Kheirzadeh, S., & Sistani, N. (2018). The Effect of Reflective Teaching
on Iranian EFL Students’ Achievement: The Case of Teaching
Experience and Level of Education. Australian Journal of Teacher
Education, 43(2). http://dx.doi.org/10.14221/ajte.2018v43n2.8.
Kokkinos CM. (2006). Factor structure and psychometric properties of the
Maslach Burnout Inventory- Educators Survey among elementary
and secondary school teachers in Cyprus. Stress Health. 22(1):25-33.
doi: 10.1002/smi.1079.
Košir, K.; Tement, S.; Licardo, M.; Habe, K. (2015). Two sides of the
same coin? The role of rumination and reflection in elementary
school teachers’ classroom stress and burnout. Teaching and
Teacher Education. 47, 131–141.
Koustelios A, Tsigilis N. (2016). The relationship between burnout and
job satisfaction among physical education teachers: a multivariate
approach. Europ Physic Edu Rev. 11(2),189-203. doi:
10.1177/1356336x05052896.
Lau, P., Yuen, M., & Chan, R. (2005). Do demographic characteristics
make a difference to burnout among Hong Kong secondary school
teachers? Social Indicators Research, 77,491-516.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning
in learning about teaching. Journal of Teacher Education, 53(1), 33–
43.
Mahmoodi, M., & Ghaslani, R. (2014). Relationship among Iranian EFL
Teachers’ Emotional Intelligence, Reflectivity and Burnout. Iranian
Journal of Applied Language Studies, 6, 89-116.
Mahmoodi-Shahrebabaki, M. (2017). The effect of perfectionism on
burnout among English language teachers: The mediating role of
anxiety. Teachers and Teaching, 23(1), 91-105.
Maslach, C. (1986). Stress, burnout, and workaholism. In R. R. Kilburg,
P. E. Nathan, & R. W. Thoreson (Eds.), Professionals in distress:
Issues, syndromes, and solutions in psychology (p. 53–75). American
Psychological Association. https://doi.org/10.1037/10056-004.
Maslach C, Jackson SE. (1981). The measurement of experienced
burnout. J Organ Behav. 2(2), 99-113. doi:
10.1002/job.4030020205.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
131
Maslach C, Schaufeli WB, Leiter MP. (2001). Job burnout. Annu Rev
Psychol. 52:397-422. doi: 10.1146/annurev.psych.52.1.397 pmid:
11148311.
Mills, L. B., & Huebner, E. S. (1998). A Prospective Study of Personality
Characteristics, Occupational Stressors, and Burnout among School
Psychology Practitioners. Journal of School Psychology, 36(1), 103-
120.
Moradkhani, S., & Shirazizadeh, M. (2017). Context-based variations in
EFL teachers’ reflection: the case of public schools versus private
institutes in Iran. Reflective Practice, 18(2), 206-218.
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL
teachers' reflective practices and self-efficacy: Exploring possible
relationships. System, 65, 1-14.
Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). Relationship
between 21st century skills, speaking and writing skills: A structural
equation modeling approach. International Journal of Instruction,
11(3), 265-276. https://doi.org/10.12973/iji.2018.11319a.
Nguyen, C. D. (2017). Beyond the school setting: language teachers and
tensions of everyday life. Teachers and Teaching, 1-15.
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How Large Are
Teacher Effects? Educational Evaluation and Policy Analysis, 26(3),
237–257. https://doi.org/10.3102/01623737026003237.
Olsen, B. (2012). Identity theory, teacher education, and
diversity. Thousand Oaks, CA: Sage Publication. doi:10 .4135/9
781452218533.
Qing, X. (2009). Reflective Teaching- an effective path for EFL teacher’s
professional development. Canadian Social Science, 5(2), 35-40.
Shirazizadeh, M., & Karimpour, M. (2019). An investigation of the
relationships among EFL teachers’ perfectionism, reflection and
burnout. Cogent Education, 6(1), 1-13.
Shirazizadeh, M., & Moradkhani, S., (2018). Minimizing Burnout
through Reflection: The Rocky Road ahead of EFL Teachers.
Teaching English Language, 12(1), 135-154.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher
burnout: a study of relations. Teaching and Teacher Education, 26,
1059-1069. http://dx.doi.org/10.1016/j.tate.2009.11.001.
Smith D, Leng GW. (2003). Prevalence and Sources of Burnout in
Singapore Secondary School Physical Education Teachers. J Teach
Physic Edu. 22(2),203-218. doi: 10.1123/jtpe.22.2.203.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
132
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching:
A review of the literature and direction for future research.
Educational Psychology Review, 15, 327–358.
Travers CJ, Cooper CL. (1996). Teachers Under Pressure: Stress in the
Teaching Profession. London: Routledge.
Voulgaris, S., Matsaggouras, E. (2004). The psychological climate of the
primary school classroom. 5th Panhellenic conference; Athens:
Education and Teaching in the society of knowledge.
Weiqi, C. (2007). The structure of secondary school teacher job
satisfaction and its relationship with attrition and work enthusiasm.
Chinese Education & Society, 40(5), 17-31.
Yaghobinejad, H., Zarrinabadi, N., & Nejadansari, D. (2016). Culturespecificity of teacher demotivation: Iranian junior high school
teachers caught in the newly-introduced CLT trap. Teachers and
teaching, Theory and Practice, 23(2), 127-140.
References
Abednia, A., Hovassapian, A., Teimournezhad, S., & Ghanbari, N.
(2013). Reflective journal writing: Exploring in-service EFL
teachers’ perceptions. System, 41(3), 503–514.
Akbari, R. (2007). Reflections on reflective teaching: A critical appraisal
of reflective practices in L2 teacher education. System, 35, 192- 207.
http://dx.doi.org/10.1016/j.system.2006.12.008.
Antoniou X, Kourtessis T, Koustelios A, Papaioannou A. (2007). Job
satisfaction among Physical Education Teachers compared to
teachers of other specialties. Sport Soc. 45,76-82.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research
on teachers' professional identity. Teaching and Teacher Education,
20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001.
Betoret, F. D. (2006). Stressors, Self-Efficacy, Coping Resources, and
Burnout among Secondary School Teachers in Spain. Educational
Psychology: An International Journal of Experimental Educational
Psychology, 26, 519-539. http://d x.doi.org /10.1080/0 144341050
0342492.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
128
Cano-García, F., Padilla-Muñoz, E.M., & Carrasco-Ortiz, M.A. (2005).
Personality and contextual variables in teacher burnout. Personality
and Individual Differences, 38(4), 929-940.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman,
W. H. A. (2011). Profiling teachers' sense of professional identity.
Educational Studies, 37(5), 593-608. https://doi.org /10.1 080/0
30556 98.2010.539857.
Chang, M. (2009). An appraisal perspective of teacher burnout:
Examining the emotional work of teachers. Educational Psychology
Review, 21, 193-218.
Choy S. Ch. and Oo P. C. (2012). Reflective thinking and teaching
practices: a precursor for incorporating critical thinking into the
classroom? International Journal of Instruction. 5(1). 167-182.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher,
D. (2020). Implications for educational practice of the science of
learning and development. Applied Developmental Science, 24(2),
97-140.
Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020).
Examining the roles of continuing professional development needs
and views of research in English language teachers’ success. The
Electronic Journal for English as a Second Language (TESL-EJ),
24(3). http://www.tesl-ej.org/pdf/ej95/a2.pdf
Dewey, J. (1933). How we think: A restatement of the relation of reflective
thinking to the educative process. New York D.C: Heath and
company.
El Helou, M., Nabhani, M., & Bahous, R. (2016). Teachers’ views on
causes leading to their burnout. School Leadership & Management,
36(5), 551-567.
Farrell, T.S.C. (2008). Reflective language teaching: from research to
practice. London: Continuum Press.
Farrell, T. S. C. (2016). Surviving the transition shock in the first year of
teaching through reflective practice. System, 61, 12-19.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy,
Reflection, and Burnout among Iranian EFL Teachers: The
Mediating Role of Emotion Regulation. Iranian Journal of
Language Teaching Research, 9(2), 13-37
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school
environment and motivational fac-tors. Teaching and Teacher
Education, 28, 514-525.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
129
Ghanizadeh, A., & Ghonsooly, B. (2014). A tripartite model of EFL
teacher attributions, burnout, and self-regulation: Toward the
prospects of effective teaching. Educational Research for Policy and
Practice, 13, 145–166. doi:10.1007/s10671-013-9155-3.
Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language
teaching: Emotion regulation and emotional laborstrategies as
predictors of teacher burnout. International Journal of Pedagogies
and Learning, 10(2), 139–150.doi: 10.1080 /220405 52.2015 .11138
47.
Ghanizadeh, A., & Jahedizadeh, S. (2016). EFL teachers’teaching style,
creativity, and burnout: A path analysis approach. Cogent Education,
3(1), 1–17.
Gibbs, S., & Powell, B. (2012). Teacher efficacy and pupil behavior: The
structure of teachers’ individual and collective beliefs and their
relationship with numbers of pupils excluded from school. British
Journal of Educational Psychology, 82(4), 564-584.
Hattie, J. A. C. (2003). Teachers make a difference: What is the research
evidence? Paper presented at the Building Teacher Quality: What
does the research tell us ACER Research Conference, Melbourne,
Australia.
Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead and the new
sociocultural studies of identity. In H. Daniels, M. Cole, & J. Wertsch
(Eds.), The Cambridge companion to Vygotsky.Cambridge:
Cambridge University Press.
Javadi, F., & Khatib, M. (2014). On the relationship between reflective
teaching and teachers’ burnout. International Journal of Research
Studies in Language Learning, 3(4), 85-96.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet,
C. (2005). The experience of work-related stress across occupations.
Journal of Managerial Psychology, 20, 178–187.
Kang, S. (2004). Using visual organizers to enhance EFL instruction.
JALT Journal, 58, 58-67.
Khajavy, G. H., Ghonsooly, B., & Hosseini Fatemi, A. (2017). Testing a
burnout model based on affective-motivational factors among EFL
teachers. Current Psychology: A Journal for Diverse Perspectives on
Diverse Psychological Issues, 36(2), 339–
349. https://doi.org/10.1007/s12144-016-9423-5.
Khani, R. & Mirzaee, A. (2014). How do self-efficacy, contextual
variables and stressors affect teacher burnout in an EFL context?
Educational Psychology: An International Journal of Experimental
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
130
Educational Psychology, 35, 1–17. doi: 10.1 080/0 14434 10.20
14.981510.
Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual
variables and stressors affect teacher burnout in an EFL context?
Educational Psychology, 35(1), 93-109.
Kheirzadeh, S., & Sistani, N. (2018). The Effect of Reflective Teaching
on Iranian EFL Students’ Achievement: The Case of Teaching
Experience and Level of Education. Australian Journal of Teacher
Education, 43(2). http://dx.doi.org/10.14221/ajte.2018v43n2.8.
Kokkinos CM. (2006). Factor structure and psychometric properties of the
Maslach Burnout Inventory- Educators Survey among elementary
and secondary school teachers in Cyprus. Stress Health. 22(1):25-33.
doi: 10.1002/smi.1079.
Košir, K.; Tement, S.; Licardo, M.; Habe, K. (2015). Two sides of the
same coin? The role of rumination and reflection in elementary
school teachers’ classroom stress and burnout. Teaching and
Teacher Education. 47, 131–141.
Koustelios A, Tsigilis N. (2016). The relationship between burnout and
job satisfaction among physical education teachers: a multivariate
approach. Europ Physic Edu Rev. 11(2),189-203. doi:
10.1177/1356336x05052896.
Lau, P., Yuen, M., & Chan, R. (2005). Do demographic characteristics
make a difference to burnout among Hong Kong secondary school
teachers? Social Indicators Research, 77,491-516.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning
in learning about teaching. Journal of Teacher Education, 53(1), 33–
43.
Mahmoodi, M., & Ghaslani, R. (2014). Relationship among Iranian EFL
Teachers’ Emotional Intelligence, Reflectivity and Burnout. Iranian
Journal of Applied Language Studies, 6, 89-116.
Mahmoodi-Shahrebabaki, M. (2017). The effect of perfectionism on
burnout among English language teachers: The mediating role of
anxiety. Teachers and Teaching, 23(1), 91-105.
Maslach, C. (1986). Stress, burnout, and workaholism. In R. R. Kilburg,
P. E. Nathan, & R. W. Thoreson (Eds.), Professionals in distress:
Issues, syndromes, and solutions in psychology (p. 53–75). American
Psychological Association. https://doi.org/10.1037/10056-004.
Maslach C, Jackson SE. (1981). The measurement of experienced
burnout. J Organ Behav. 2(2), 99-113. doi:
10.1002/job.4030020205.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
131
Maslach C, Schaufeli WB, Leiter MP. (2001). Job burnout. Annu Rev
Psychol. 52:397-422. doi: 10.1146/annurev.psych.52.1.397 pmid:
11148311.
Mills, L. B., & Huebner, E. S. (1998). A Prospective Study of Personality
Characteristics, Occupational Stressors, and Burnout among School
Psychology Practitioners. Journal of School Psychology, 36(1), 103-
120.
Moradkhani, S., & Shirazizadeh, M. (2017). Context-based variations in
EFL teachers’ reflection: the case of public schools versus private
institutes in Iran. Reflective Practice, 18(2), 206-218.
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL
teachers' reflective practices and self-efficacy: Exploring possible
relationships. System, 65, 1-14.
Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). Relationship
between 21st century skills, speaking and writing skills: A structural
equation modeling approach. International Journal of Instruction,
11(3), 265-276. https://doi.org/10.12973/iji.2018.11319a.
Nguyen, C. D. (2017). Beyond the school setting: language teachers and
tensions of everyday life. Teachers and Teaching, 1-15.
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How Large Are
Teacher Effects? Educational Evaluation and Policy Analysis, 26(3),
237–257. https://doi.org/10.3102/01623737026003237.
Olsen, B. (2012). Identity theory, teacher education, and
diversity. Thousand Oaks, CA: Sage Publication. doi:10 .4135/9
781452218533.
Qing, X. (2009). Reflective Teaching- an effective path for EFL teacher’s
professional development. Canadian Social Science, 5(2), 35-40.
Shirazizadeh, M., & Karimpour, M. (2019). An investigation of the
relationships among EFL teachers’ perfectionism, reflection and
burnout. Cogent Education, 6(1), 1-13.
Shirazizadeh, M., & Moradkhani, S., (2018). Minimizing Burnout
through Reflection: The Rocky Road ahead of EFL Teachers.
Teaching English Language, 12(1), 135-154.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher
burnout: a study of relations. Teaching and Teacher Education, 26,
1059-1069. http://dx.doi.org/10.1016/j.tate.2009.11.001.
Smith D, Leng GW. (2003). Prevalence and Sources of Burnout in
Singapore Secondary School Physical Education Teachers. J Teach
Physic Edu. 22(2),203-218. doi: 10.1123/jtpe.22.2.203.
Safari, I. / Journal of Language, Culture, and Translation 5(1) (2022), 110-132
132
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching:
A review of the literature and direction for future research.
Educational Psychology Review, 15, 327–358.
Travers CJ, Cooper CL. (1996). Teachers Under Pressure: Stress in the
Teaching Profession. London: Routledge.
Voulgaris, S., Matsaggouras, E. (2004). The psychological climate of the
primary school classroom. 5th Panhellenic conference; Athens:
Education and Teaching in the society of knowledge.
Weiqi, C. (2007). The structure of secondary school teacher job
satisfaction and its relationship with attrition and work enthusiasm.
Chinese Education & Society, 40(5), 17-31.
Yaghobinejad, H., Zarrinabadi, N., & Nejadansari, D. (2016). Culturespecificity of teacher demotivation: Iranian junior high school
teachers caught in the newly-introduced CLT trap. Teachers and
teaching, Theory and Practice, 23(2), 127-140.
