محورهای موضوعی : پژوهش در برنامه ریزی درسی

Azizeh Chalak ¹ , Parviz Birjandi ² , S. Esmail Hosseini ³ , Ahmad Reza Jafari Dehkordi ⁴ , Omid Tabatabaei ⁵ , Sondos Mansouri ⁶ , Amir Farzad Ashouri ⁷ , Mansour Koosha ⁸ , Sahar Najarzadegan ⁹ , Ahmad Reza Lotfi ¹⁰ , MohammadAli Nadi ¹¹ , Mohsen Salimian ¹² , Fakhri Shatalebi ¹³ , Nader Soleimani ¹⁴ , Mansoor Tavakoli ¹⁵ , Omid Tabatabaei ¹⁶ , Hossein Bagheri ¹⁷ , Hossein Heidari Tabrizi ¹⁸ , Zahra Fotovatnia ¹⁹ , GholamReza Akbari ²⁰ , Behrouz Nouri Samani ²¹ , Safura Masaeli ²² , GholamReza Zareie ²³ , Naser Abasszadeh ²⁴ , Narges Saeedian ²⁵

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تاریخ دریافت : 1390/04/07 تاریخ پذیرش : 1392/02/07 تاریخ انتشار : 1389/04/01

کلید واژه: speaking ability, motivation, reading comprehension, translation, recasts, Students, job burnout, teacher, test anxiety, University, interaction, Assessment, Feedback, Iranian universities, Tolerance for ambiguity, contextual factors, Vocabulary, Textbook evaluation, task, core, Periphery, Translation strategy, test score pollution, Situational, Test preparation, Test‐wiseness, Critical language testing, Multi‐level view of SL assessment, Intermodal Transfer, Zero‐Equivalent FL forms, Interlanguage Knowledge, Learning Activity/Context, Performance Variability, EFL Iranian Learners, Rhetorical Modes, Rating Type, Iranian EFL Oral Proficiency, Undergraduate English Translation Students, Preference Organization, Dispreferred Seconds (responses), Preferred Seconds, Dispreferred Markers, Risk‐takers, Risk‐averse Learners, Word Type, Word Family, BNC Lists, Iranian EFL Secondary and High School Textbooks, UG, the Subset‐ Superset Directionality Hypothesis, Explicit Written GJ Task, Grammaticality Judgement Task, Implicit Written GJ Task, L2 Grammatical Pro􀏐iciency, Repeated Measures Design, Subjacency, study styles, scholastic achievement motive, Morphological Kknowledge, Morphological Structure Knowledge, Iranian EFL Pre‐university Students, Breadth of Vocabulary Knowledge, Lexical Inferencing Strategies, Secondary School, instruction procedure,

چکیده انگلیسی:

The purpose of the study was to explore the relationship between teacher instruction procedure and job burnout. The participants in this study were 140 teachers (males=87,females=53) at secondary schools in Garmsar. Two instruments were used to collect data. The teachers' instruction procedure was measured by the use of a researcher made questionnaire (with three dimensions of instruction as direct, semi‐direct and indirect). The job burnout (namely: emotional exhaustion, depersonalization and decreased professional efficacy) was measured by the Maslach Burnout Inventory (MBI). The data were analyzed using the Pearson product‐moment correlation technique, Chi‐Square test and regression. The major findings were as follows: 1) A signi􀏐icant relationship between total teachers' nstruction procedure and total burnout. 2) A positive relationship between teachers' direct instruction procedure and job burnout. 3) A Negative relationship between teachers' indirect instruction procedure and job burnout. 4) No significant relationship between teachers' semi‐direct instruction procedure and job burnout. 5) A positive relationship was found between teachers' direct instruction procedure with each three dimensions of job burnout (Emotional exhaustion, depersonalization and reduced personal accomplishment). 6) A signi􀏐icantly negative relationship was found separate between teachers' direct instruction with each dimension of job burnout. 7) There was no relationship between teachers' semi‐direct instruction procedure with each three dimensions of job burnout.