Structural Equation Modeling to Assess the Relationship among Iranian EFL Teachers’ Creativity, Reflective Thinking, and Burnout Levels
Subject Areas : Journal of Language, Culture, and Translation
1 -
Keywords: Creativity, burnout, reflective thinking, structural equation modeling,
Abstract :
This study investigated the relationship among Iranian EFL teachers’ creativity, reflective thinking, and burnout levels. Two hundred and eight teachers from different universities and schools were requested to answer three questionnaires, namely the English Language Teacher Creativity Scale, Reflective Thinking Scale, and Maslach Burnout Inventory. To examine the hypothetical model of relationships, structural equation modeling was used. Results represented that there were significant internal correlations among all the latent variables and their subscales. Moreover, the results of multiple regression analysis revealed that creativity strongly predicted reflective thinking, with creativity having more predictive power compared to burnout. It was also reported that all subscales of creativity and reflective thinking are statistically very relevant. On the other hand, burnout weakly predicted reflective thinking, with burnout having less predictive power than creativity. In total, there was a negative relation between creativity and burnout in which all their subscales were negatively correlated with each other.
References:
References
Afida, A., Aini, H., & Rosadah, A. M. (2013). A review of research on
creative teachers in higher education. International Education
Studies, 6, 8-14. https://doi.org/10.5539/ies.v6n6p8
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.
Baer, M., & Oldham, G. R. (2006). The curvilinear relation between
experienced creative time pressure and creativity: moderating effects
of openness to experience and support for creativity. Journal of
Applied Psychology, 91(4), 963.
Bentley, T. (2001). The creative society: reuniting schools and lifelong
learning. In Fielding, M. (Ed.) Taking education really seriously:
four years’ hard labor, London: Routledge/Falm
Bilač, S., & Miljković, D. (2017). Reflective Practice and Job Satisfaction
in Classroom Management and Discipline. Croatian Journal of
Education. 19(3), 13-27. https://doi.org/10.15516/cje.v19i0.2698.
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special
education teacher burnout: A Synthesis of Research from 1979 to
2013. Education & Treatment of Children, 37(4), 681–712.
https://doi.org/10.1353/etc.2014.0032
Bullough, R. (2005). Being and becoming a mentor: School-based teacher
educatorsand teacher educator identity. Teaching and Teacher
Education, 21(2), 143–155.
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
171
Celep, C., & Yilmazturk O. E. (2012). The relationship among
organizational trust, multidimensional organizational commitment
and perceived organizational support in educational organizations.
Procedia-Social and Behavioral Sciences, 46, 5763-5776.
Choy, S. Ch. & 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.
Colomeischi, A. A. (2015). Teachers’ burnout in relation with their
emotional intelligence and personality traits. Procedia Social and
Behavioral Sciences, 180, 1067-1073.
Craft, A. (2009). Changes in the Landscape for Creativity in Education.
In Anthony Wilson (ed), Creativity in Primary Education, 2nd ed, 5-
21, Exeter: Learning Matters Ltd.
Cremin, T. (2009). Creative Teachers and Creative Teaching. In Anthony
Wilson (ed), Creativity in Primary Education, 2nd ed., 36-46,
Exeter: Learning Matters Ltd.
Demirel, M., Derman, I., & Karagedik, E. (2015). A Study on the
Relationship between Reflective Thinking Skills towards Problem
Solving and Attitudes towards Mathematics. Procedia - Social and
Behavioral Sciences, 197,2086-2096.10.1016/j.sbspro.2015. 07.326.
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.
Dobbins, K. (2009). Teacher creativity within the current education
system: a case study of the perceptions of primary teachers.
International Journal of Primary, Elementary and Early Years
Education, 37(2), 95-104.
Fisher, R. (2005). Teaching Children to Think. London: Nelson Thornes.
Ghanizadeh, A. & Jahedizadeh, S. (2016). EFL teachers ‘teaching style,
creativity, and burnout: A path analysis approach. Cogent Education,
3(1), 1–17.
Ghonsooly, B; Raeesi, A. (2012). Exploring the relationship between
creativity and burnout among Iranian EFL teachers. International
Journal of Linguistics, 4(3), 121-134.
Hodges, Kulinna, P. (2008). Models for Curriculum and Pedagogy in
Elementary School Physical Education. The Elementary School
Journal, 108(3), 219-227.
Hong, E., Hartzell, S.A. & Greene, M.T. (2009). Fostering Creativity in
the Classroom: Effects of Teachers’ Epistemological Beliefs,
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
172
Motivation, and Goal Orientation. Journal of Creative Behavior,
43(3), 192-208.
Hoyle, R. H., & Panter, A. T. (1995). Writing about Structural Equation
Models. In R. H. Hoyle (Ed.), Structural equation modeling:
Concepts, issues, and applications. 158-176. Thousand Oaks, CA:
Sage.
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.
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide.
Chicago: Scientific Software International.
Kang, S. (2004). Using visual organizers to enhance EFL instruction.
JALT Journal, 58, 58-67.
Karavasilis G. (2019) ‘Work satisfaction or burnout and their impact on
innovative work behavior of Greek teachers’, Journal of
Contemporary Education Theory & Research, 3(2), 3–10
https://doi.org/10.5281/zenodo.3635027
Kermanshahi, P., & Pishghadam, R. (2022). Teachers’ burnout and their
feedback-ability. Iranian Journal of Language Teaching Research,
10(2), 95-114.
Kline, R. B. (2011). Methodology in the Social Sciences. Principles and
Practice of Structural Equation Modeling (3rd Ed.). Guilford Press.
Kokkinos, C. M. (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 reflectionin elementary
school teachers’ classroom stress and burnout. Teaching and
Teacher Education. 47, 131–141.
Kroupis I., Kouli O., and Kourtessis T. (2019) ‘Physical Education
Teacher’s Job Satisfaction and Burnout Levels in Relation to
School’s Sport Facilities’, International Journal of Instruction,
12(4), 579–592. https://doi.org/10.29333/iji.2019.12437a
Landeche, P. (2009). The correlation between creativity and burnout in
public school classroom teachers. (Master of Social Work
desertation). B. S. University of Southwest Louisiana, 1960.
Retrieved from http://etd.lsu.edu/docs/available/etd-07082009-
090811/unrestricted/landechethesis.pdf
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
173
Lapeniene, D. (2011). Personal and Social Factors Related to Physical
Education and Other Subject Teachers Creativity in the Domain of
Physical Activity (Doctoral dissertation), Lithuanian academy of
Physical Education.
Lapeniene, D. Bruneckiene., J. (2010). Teachers' creativity in the domain
of professional activity. Analysis of individual factors. Economics
and Management, 642-649
Livingston, J. and Boyd, J. (2010) Correlates and Consequences of
Internalized Stigma for People Living with Mental Illness: A
Systematic Review and Meta-Analysis. Social Science and
Medicine, 71, 2150-
2161.http://dx.doi.org/10.1016/j.socscimed.2010.09.030
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.
Mahmoodi, M. & Ghaslani, R. (2014). Relationship among Iranian EFL
Teachers’ Emotional Intelligence, Reflectivity and Burnout. Iranian
Journal of Applied Language Studies, 6, 89-116.
Maslach, C. & Jackson, S. E. (1984). The measurement of experienced
burnout. J Organ Behav. 2(2), 99-113. doi: 10.1002/job.40300
20205.
Maslach, C., Schaufeli, W. B. & Leiter, M. P. (2001). Job burnout. Annu
Rev Psychol. 52, 397-422. doi: 10.1146/annurev.psych.52.1.397
pmid: 11148311.
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.
Mousavi, S.H., Heidary, A. & Khamse Pour, F. (2011). The Relationship
Between Leadership Styles and Physical Education Teachers’
Creativity. International Journal of Academic Research in Business
and Social Sciences,1(3), 82-84.
Naji Meidani, E., Pishghadam, R., Shakeebaei, G. (2019). The role of time
perspectives in Language Teachers’ Burnout. Current Psychology,
4(10), 5145-5155 .
Qing, X. (2009). Reflective Teaching- an effective path for EFL teacher’s
professional development. Canadian Social Science, 5(2), 35-40.
Pishghadam, R., Baghaei, P., & Shayesteh, S. (2012). Construction and
validation of an English language teacher creativity scale (ELT-CS).
Journal of American Science, 8, 497-508.
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
174
Safari, I. (2022). The Relationship Between Iranian EFL Teachers’
Reflective Thinking and Burnout Level in Universities and Schools,
Journal of Language, Culture, and Translation, 5(1), 110-132.
DOI: 10.30495/LCT.2022.1969403.1069
Safari, I. & Davaribina, M. (2021). EFL Teachers’ Professional
Development, Job Satisfaction,
and Reflective Thinking: A Structural Equation Modeling, Applied
Research on English Language, 10(1),153-174, DOI: 10. 22 108/ are
.2021.126635.1672.
Safari, I., Davaribina, M., & Khoshnevis I. (2020). The Influence of EFL
Teachers’ SelfEfficacy, Job Satisfaction and Reflective Thinking on
their Professional Development: A Structural Equation Modeling.
Journal of Efficiency and Responsibility in Education and Science,
13(1), 27-40. http://dx.doi.org/10.7160/eriesj.2020.130103
Sadeghi, A. (2010). Affecting the classroom psychological environment
(CPE) on approaches of student learning in Guilan University, Iran,
Procedia Social and Behavioral Sciences, 5 (2010), 1301–1306.
Shirazizadeh, M. & Karimpour, M. (2019). An investigation of the
relationships among EFL teachers’ perfectionism, reflection and
burnout. Cogent Education, 6(1), 1-13.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a
predictor of job stress and burnout: Mediation Analyses. The
International Association of Applied Psychology, 57, 152-171.
Sotirios, V., Olga, K., Thomas, K., Efstratia, T. & Dimos, D. (2019). Job
Satisfaction and Burnout among Greek Teachers and Physical
Education Teachers: A Comparison in Minority and Public Sector
Schools in Thrace, Annals of Applied Sport Science, 7(4), 52–
60. https://doi.org/10.29252/aassjournal.786.
Ünver, G. (2003). Yansıtıcı Düşünme. Relective Thinking. Ankara:
Pegema Printing House.
Valli, L., & Buese, D. (2007). The Changing Roles of Teachers in an Era
of High-Stakes Accountability. American Educational Research
Journal, 44(3), 3–35. https://doi.org/10.3102/0002831207306859
Zalipour A. (2015). Reflective practice, [Online], Available:
https://www.waikato.ac.nz/data/assets/pdf_fle/0006/360861/Reflecti
ve-Practice-June 2015.pdf [23 Jun 2019]
References
Afida, A., Aini, H., & Rosadah, A. M. (2013). A review of research on
creative teachers in higher education. International Education
Studies, 6, 8-14. https://doi.org/10.5539/ies.v6n6p8
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.
Baer, M., & Oldham, G. R. (2006). The curvilinear relation between
experienced creative time pressure and creativity: moderating effects
of openness to experience and support for creativity. Journal of
Applied Psychology, 91(4), 963.
Bentley, T. (2001). The creative society: reuniting schools and lifelong
learning. In Fielding, M. (Ed.) Taking education really seriously:
four years’ hard labor, London: Routledge/Falm
Bilač, S., & Miljković, D. (2017). Reflective Practice and Job Satisfaction
in Classroom Management and Discipline. Croatian Journal of
Education. 19(3), 13-27. https://doi.org/10.15516/cje.v19i0.2698.
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special
education teacher burnout: A Synthesis of Research from 1979 to
2013. Education & Treatment of Children, 37(4), 681–712.
https://doi.org/10.1353/etc.2014.0032
Bullough, R. (2005). Being and becoming a mentor: School-based teacher
educatorsand teacher educator identity. Teaching and Teacher
Education, 21(2), 143–155.
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
171
Celep, C., & Yilmazturk O. E. (2012). The relationship among
organizational trust, multidimensional organizational commitment
and perceived organizational support in educational organizations.
Procedia-Social and Behavioral Sciences, 46, 5763-5776.
Choy, S. Ch. & 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.
Colomeischi, A. A. (2015). Teachers’ burnout in relation with their
emotional intelligence and personality traits. Procedia Social and
Behavioral Sciences, 180, 1067-1073.
Craft, A. (2009). Changes in the Landscape for Creativity in Education.
In Anthony Wilson (ed), Creativity in Primary Education, 2nd ed, 5-
21, Exeter: Learning Matters Ltd.
Cremin, T. (2009). Creative Teachers and Creative Teaching. In Anthony
Wilson (ed), Creativity in Primary Education, 2nd ed., 36-46,
Exeter: Learning Matters Ltd.
Demirel, M., Derman, I., & Karagedik, E. (2015). A Study on the
Relationship between Reflective Thinking Skills towards Problem
Solving and Attitudes towards Mathematics. Procedia - Social and
Behavioral Sciences, 197,2086-2096.10.1016/j.sbspro.2015. 07.326.
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.
Dobbins, K. (2009). Teacher creativity within the current education
system: a case study of the perceptions of primary teachers.
International Journal of Primary, Elementary and Early Years
Education, 37(2), 95-104.
Fisher, R. (2005). Teaching Children to Think. London: Nelson Thornes.
Ghanizadeh, A. & Jahedizadeh, S. (2016). EFL teachers ‘teaching style,
creativity, and burnout: A path analysis approach. Cogent Education,
3(1), 1–17.
Ghonsooly, B; Raeesi, A. (2012). Exploring the relationship between
creativity and burnout among Iranian EFL teachers. International
Journal of Linguistics, 4(3), 121-134.
Hodges, Kulinna, P. (2008). Models for Curriculum and Pedagogy in
Elementary School Physical Education. The Elementary School
Journal, 108(3), 219-227.
Hong, E., Hartzell, S.A. & Greene, M.T. (2009). Fostering Creativity in
the Classroom: Effects of Teachers’ Epistemological Beliefs,
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
172
Motivation, and Goal Orientation. Journal of Creative Behavior,
43(3), 192-208.
Hoyle, R. H., & Panter, A. T. (1995). Writing about Structural Equation
Models. In R. H. Hoyle (Ed.), Structural equation modeling:
Concepts, issues, and applications. 158-176. Thousand Oaks, CA:
Sage.
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.
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide.
Chicago: Scientific Software International.
Kang, S. (2004). Using visual organizers to enhance EFL instruction.
JALT Journal, 58, 58-67.
Karavasilis G. (2019) ‘Work satisfaction or burnout and their impact on
innovative work behavior of Greek teachers’, Journal of
Contemporary Education Theory & Research, 3(2), 3–10
https://doi.org/10.5281/zenodo.3635027
Kermanshahi, P., & Pishghadam, R. (2022). Teachers’ burnout and their
feedback-ability. Iranian Journal of Language Teaching Research,
10(2), 95-114.
Kline, R. B. (2011). Methodology in the Social Sciences. Principles and
Practice of Structural Equation Modeling (3rd Ed.). Guilford Press.
Kokkinos, C. M. (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 reflectionin elementary
school teachers’ classroom stress and burnout. Teaching and
Teacher Education. 47, 131–141.
Kroupis I., Kouli O., and Kourtessis T. (2019) ‘Physical Education
Teacher’s Job Satisfaction and Burnout Levels in Relation to
School’s Sport Facilities’, International Journal of Instruction,
12(4), 579–592. https://doi.org/10.29333/iji.2019.12437a
Landeche, P. (2009). The correlation between creativity and burnout in
public school classroom teachers. (Master of Social Work
desertation). B. S. University of Southwest Louisiana, 1960.
Retrieved from http://etd.lsu.edu/docs/available/etd-07082009-
090811/unrestricted/landechethesis.pdf
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
173
Lapeniene, D. (2011). Personal and Social Factors Related to Physical
Education and Other Subject Teachers Creativity in the Domain of
Physical Activity (Doctoral dissertation), Lithuanian academy of
Physical Education.
Lapeniene, D. Bruneckiene., J. (2010). Teachers' creativity in the domain
of professional activity. Analysis of individual factors. Economics
and Management, 642-649
Livingston, J. and Boyd, J. (2010) Correlates and Consequences of
Internalized Stigma for People Living with Mental Illness: A
Systematic Review and Meta-Analysis. Social Science and
Medicine, 71, 2150-
2161.http://dx.doi.org/10.1016/j.socscimed.2010.09.030
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.
Mahmoodi, M. & Ghaslani, R. (2014). Relationship among Iranian EFL
Teachers’ Emotional Intelligence, Reflectivity and Burnout. Iranian
Journal of Applied Language Studies, 6, 89-116.
Maslach, C. & Jackson, S. E. (1984). The measurement of experienced
burnout. J Organ Behav. 2(2), 99-113. doi: 10.1002/job.40300
20205.
Maslach, C., Schaufeli, W. B. & Leiter, M. P. (2001). Job burnout. Annu
Rev Psychol. 52, 397-422. doi: 10.1146/annurev.psych.52.1.397
pmid: 11148311.
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.
Mousavi, S.H., Heidary, A. & Khamse Pour, F. (2011). The Relationship
Between Leadership Styles and Physical Education Teachers’
Creativity. International Journal of Academic Research in Business
and Social Sciences,1(3), 82-84.
Naji Meidani, E., Pishghadam, R., Shakeebaei, G. (2019). The role of time
perspectives in Language Teachers’ Burnout. Current Psychology,
4(10), 5145-5155 .
Qing, X. (2009). Reflective Teaching- an effective path for EFL teacher’s
professional development. Canadian Social Science, 5(2), 35-40.
Pishghadam, R., Baghaei, P., & Shayesteh, S. (2012). Construction and
validation of an English language teacher creativity scale (ELT-CS).
Journal of American Science, 8, 497-508.
Safari, I./ Journal of Language, Culture, and Translation 5(2) (2023), 151-174
174
Safari, I. (2022). The Relationship Between Iranian EFL Teachers’
Reflective Thinking and Burnout Level in Universities and Schools,
Journal of Language, Culture, and Translation, 5(1), 110-132.
DOI: 10.30495/LCT.2022.1969403.1069
Safari, I. & Davaribina, M. (2021). EFL Teachers’ Professional
Development, Job Satisfaction,
and Reflective Thinking: A Structural Equation Modeling, Applied
Research on English Language, 10(1),153-174, DOI: 10. 22 108/ are
.2021.126635.1672.
Safari, I., Davaribina, M., & Khoshnevis I. (2020). The Influence of EFL
Teachers’ SelfEfficacy, Job Satisfaction and Reflective Thinking on
their Professional Development: A Structural Equation Modeling.
Journal of Efficiency and Responsibility in Education and Science,
13(1), 27-40. http://dx.doi.org/10.7160/eriesj.2020.130103
Sadeghi, A. (2010). Affecting the classroom psychological environment
(CPE) on approaches of student learning in Guilan University, Iran,
Procedia Social and Behavioral Sciences, 5 (2010), 1301–1306.
Shirazizadeh, M. & Karimpour, M. (2019). An investigation of the
relationships among EFL teachers’ perfectionism, reflection and
burnout. Cogent Education, 6(1), 1-13.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a
predictor of job stress and burnout: Mediation Analyses. The
International Association of Applied Psychology, 57, 152-171.
Sotirios, V., Olga, K., Thomas, K., Efstratia, T. & Dimos, D. (2019). Job
Satisfaction and Burnout among Greek Teachers and Physical
Education Teachers: A Comparison in Minority and Public Sector
Schools in Thrace, Annals of Applied Sport Science, 7(4), 52–
60. https://doi.org/10.29252/aassjournal.786.
Ünver, G. (2003). Yansıtıcı Düşünme. Relective Thinking. Ankara:
Pegema Printing House.
Valli, L., & Buese, D. (2007). The Changing Roles of Teachers in an Era
of High-Stakes Accountability. American Educational Research
Journal, 44(3), 3–35. https://doi.org/10.3102/0002831207306859
Zalipour A. (2015). Reflective practice, [Online], Available:
https://www.waikato.ac.nz/data/assets/pdf_fle/0006/360861/Reflecti
ve-Practice-June 2015.pdf [23 Jun 2019]
