English Language Teachers’ Burnout, School Climate, Satisfaction and Efficacy: A Predictive Mediation Model

Document Type : Original Article

Authors

1 Assistant Professor of Applied Linguistics, Department of English Language Teaching, Farhangian Teacher Education University, Tehran, Iran

2 Assistant Professor of Educational Administration, Department of Educational Sciences, Farhangian Teacher Education University, Tehran, Iran

Abstract

Research on stress-causing variables in the teaching profession often documents an interplay between teacher burnout and its correlates. This study brings forth concerns about the contribution of teacher/school climate, job satisfaction and self-efficacy as the hypothesized predictors of occupational burnout among EFL teachers. Using multiple regression analyses, a descriptive correlational model was examined against the survey data collected from a sample of 198 Iranian EFL teachers. The results showed significant inverse relations between dimensions of teacher/school climate and dimensions of burnout, showing teacher/school climate as a significant negative predictor of burnout (p <.05, R2=.20, β=-.447). The results also revealed the significant role of teacher satisfaction and teacher self-efficacy in predicting aspects of burnout (p <.05). The two variables were also found as mediator of the effect of teaching climate on dimensions of burnout, showing a perspective of interaction between contextual factors and individual resources. Given the effects of teacher/school contextual stressors and their direct or indirect influence on teachers’ vulnerability to burnout syndrome, the implications of the findings are discussed in view of teacher training and intervention programs.

Keywords

References

Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706.  https://doi.org/10.3390/ijerph191710706
Akbari, R., & Tavassoli, K. (2011). Teacher efficacy, burnout, teaching style, and emotional intelligence: Possible relationships and differences. Iranian Journal of Applied Linguistics, 14 (2), 31-61. http://ijal.khu.ac.ir/article-1-16-fa.html
Aloe, A.M., Amo, L.C., & Shanahan, M.E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educ Psychol Rev., 26, 101–126. https://doi.org/10.1007/s10648013-9244-0 
Alonso-Tapia, J. & Ruiz-Díaz, M. (2022). School climate and teachers’ motivational variables: Effects on teacher satisfaction and classroom motivational climate perceived by middle school students. A cross-cultural study. Psicología Educativa, 28(2), 151-163. https://doi.org/10.5093/psed2022a4
Aluja, A., Blanch, A., & Garcia, L.F. (2005). Dimensionality of the Maslach burnout inventory in school teachers. European Journal of Psychological Assessment, 21(1), 67-76. https://doi.org/10.1027/1015-5759.21.1.67
Bardach, L., Klassen, RM., Perry, NE. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educ Psychol Rev., 34, 259-300. https://doi.org/10.1007/s10648-021-09614-9. 37
Bartosiewicz, A., Łuszczki, E., Zaręba, L., Kuchciak, M., Bobula, G., Dereń, K., & Król, P. (2022). Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic. PeerJ, 10, e13349.
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11, 59–75. https://doi.org/10.1080/0144341910110104
Brouwers, A., & Tomic, W. (1998, July). Student disruptive behavior, perceived self-efficacy in classroom management and teacher burnout. Paper presented at the ninth European Conference on Personality, University of Surrey.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/S0742-051X(99)00057-8
Burke, R. J., & Richardsen, A. M. (1993). Psychological burnout in organizations. In R. T. Golembiewski, (Ed.), Handbook of organizational behavior (pp. 263-297). New York: Marcel Dekker.
Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress, and Coping: An International Journal, 9(3),1-15. https://doi.org/10.1080/10615809608249406
Capel, S. A. (1991). A longitudinal study of burnout in teachers. British Journal of Educational Psychology, 61(1), 36-45. https://doi.org/10.1111/j.2044-8279.1991.tb00961.x
Chang M-L., Gaines, R.E., & Mosley, K.C. (2022). Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic. Front. Psychology, 13, 846290. http://doi.org/10.3389/fpsyg.2022.846290
Cheng, Y. (2022). Investigating Factors Responsible for Teacher Burnout in English as Foreign Language Classes. Front. Psychology, 13, 876203. http://doi.org/10.3389/fpsyg.2022.876203  
Chwalisz, K., Altmaier, E. M., & Russell, D.W. (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psychology, 11(4), 377-400. https://doi.org/10.1521/jscp.1992.11.4.377
Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337. https://doi.org/10.1080/00220973.1992.9943869
De Beer, L. T., van der Vaart, L., Escaffi-Schwarz, M., De Witte, H., & Schaufeli, W. B. (2024). Maslach Burnout Inventory-General Survey: A systematic review and meta-analysis of measurement properties. European Journal of Psychological Assessment, 40(5), 360–375. https://doi.org/10.1027/1015-5759/a000797
Dermouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands resources model of burnout. Journal of Applied Psychology, 86, 499–512.
Devereux, J.M., Hastings, R., Noone, S., Firth, A., & Totiska, V. (2009). Social support and coping as mediators of the impact of work stressors on burnout in intellectual disability support staff. Research in Developmental Disabilities, 30, 367-377. https://doi.org/10.1016/j.ridd.2008.07.002
Einav, M., Confino, D., Geva, N., & Margalit, M. (2024). Teachers’ Bburnout: The role of social support, gratitude, hope, entitlement and loneliness. International Journal of Applied Positive Psychology, 9, 827–849. https://doi.org/10.1007/s41042-024-00154-5
Enzmann, D., Schaufeli, W. B., Janssen, P., & Rozeman, A. (1998). Dimensionality and validity of the Burnout Measure. Journal of Occupational & Organizational Psychology, 71, 331-350. https://doi.org/10.1111/j.2044-8325.1998.tb00680.x
Evers, W., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 25(2), 131-148. https://doi.org/10.1177/0143034304043670
Evers, W., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 25(2), 131-148. https://doi.org/10.1177/0143034304043670
Friedman, I. A. (1991). High- and low-burnout schools: School culture aspects of teacher burnout. Journal of Educational Research, 84, 325–333.
Garrosa, E., Moreno-Jimenz, B, Liang, Y. & Gonzalez, J. L. (2008). The relationship between socio-demographic variables, job stressors, burnout, and hardy personality in nurses: An exploratory study. International Journal of Nursing Studies, 45, 418-427. https://doi.org/10.1016/j.ijnurstu.2006.09.003
Grayson, J. & Alvarez, H. (2008). School climate factors related to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5),1349-1363. https://doi.org/10.1016/j.tate.2007.06.005
Grayson, J. (2006). An assessment of teacher burnout levels as associated with contextual and diversity factors in rural Appalachian school districts. Unpublished thesis, Ohio University.
Green, A. E., Albanese, B. J., Shapiro, N. M., & Aarons, G. A. (2014). The roles of individual and organizational factors in burnout among community-based mental health service providers. Psychological Services, 11(1), 41-49. https:///doi.org/10.1037/a0035299
Halbesleben, J. B., & Buckley, M. R. (2004). Burnout in Organizational Life. Journal of Management, 30(6), 859-879. https://doi.org/10.1016/j.jm.2004.06.004
Halderson, C., Kelley, E. A., Keefe, J. W., & Berge, P. (2001). Comprehensive Assessment of School Environments: Technical manual for school climate survey. Reston, VA: National Association of Secondary School Principals.
Harrison, B. J. (1999). Are you destined to burn out? Fund Raising Management, 30(3), 25–27.
Jacquet, A., Grolleau, A., Jove, J., Lassalle, R., Moore, N. (2015). Burnout: evaluation of the efficacy and tolerability of TARGET 1® for professional fatigue syndrome (burnout). J Int Med Res., 43(1), 54-66.  https://doi.org/10.1177/0300060514558324
Kalkan, F., & Dağlı, E. (2021). The relationships between school climate school belonging and school burnout in secondary school students. International Journal of Contemporary Educational Research, 8(4), 59-79. https://doi.org/10.33200/ijcer.878682
Kara, S. (2020). ‘Investigation of job satisfaction and burnout of visual arts teachers’, International Journal of Research in Education and Science, 6(1), 160-171.  https://doi.org/10.46328/ijres.v6i1.817
Kiany, G. R., ShayesteFar, P. (2011). High school students’ perceptions of EFL teacher control orientations and their English academic achievement. British Journal of Educational Psychology, 81(3), 491–508. https://doi.org/10.1348/000709910X522177
Kirk-Brown, D. (2004). Predicting burnout and job satisfaction in workplace counselors. Journal of Employment Counseling, 41, 29-37. https://doi.org/10.1002/j.2161-1920.2004.tb00875.x
Kokkinos, C.M., Panayiotou, G., & Davazoglou, A.M. (2005). Correlates of teacher appraisals of student behaviors. Psychology in the Schools, 42(1), 79-89. https://doi.org/10.1002/pits.20031
Lackritz, J. R. (2004). Exploring burnout among university faculty: incidence, performance, and demographic issues. Teaching and Teacher Education, 20, 713-729. https://doi.org/10.1016/j.tate.2004.07.002
Leiter, M. P., & Maslach, C. (2001). Burnout and quality in a speed-up world. Journal for Quality & Participation, 24, 48–51.
Leithwood, K.A., Menzies, T., Jantzi, D., & Leithwood, J. (1999). Teacher burnout: A critical challenge for leaders of restructuring schools. In R. Vandenberghe & A.M. Huberman (Eds.), Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice (pp.1-13). New York: Cambridge University Press. https://psycnet.apa.org/doi/10.1017/CBO9780511527784.006
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Journal of Educational Research, 150, 123-140. https://doi.org/10.3389/fpsyg.2023.1185079
Li, S., Li, Y., Lv, H., Jiang, R., Zhao, P., Zheng, X., Wang, L., Li, J., Mao, F. (2020). The prevalence and correlates of burnout among Chinese preschool teachers. BMC Public Health, 20, 160. https://doi.org/10.1186/s12889-020-8287-7
Lindblom, K.M., Linton, S.J., Fedeli, C., Bryngelsson, I.L., (2006). Burnout in the working population: relations to psychosocial work factors. International Journal Behavior Medicine, 13, 51–59. https://doi.org/10.1207/s15327558ijbm1301_7
Malinen, O.-P. S., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152.  https://doi.org/10.1016/j.tate.2016.08.012
Maslach, C. (1982). Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice-Hall.
Maslach, C., & Leiter, M.P. (1997). The Truth about Burnout: How Organizations cause Personal Stress and What to do about it. Josses-Bass, San Francisco, CA.
Maslach, C., & Schaufeli, W. B. (1993). Historical and conceptual development of burnout. In W. B. Schaufeli, C. Maslach, and T. Marek (Eds.), Professional burnout: Recent developments in theory and research (pp. 1–16). Wahington, DC: Taylor & Francis.
Maslach, C., Jackson, S.E., & Leiter, M.P. (1996). Maslach Burnout Inventory Manual (4th ed.). Menlo Park, CA: Mind Garden, Inc.
Maslach, C., Schaufeli, W. B., & Leiter, M. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
McCormick, J. (1997). Occupational stress of teachers:  Biographical differences in a large school system. Journal of Educational Administration, 35, 18–38. https://doi.org/10.1108/09578239710156962
Navidinia, H., Gholizadeh, F. Z., & Chahkandi, F. (2023). EFL teachers’ burnout during the Covid-19 pandemic: Can teaching context make a difference? Applied Linguistics Inquiry, 1(1), 34-49.  http://doi.org/10.22077/ali.2023.6087.1010
Ozdemir, S. (2006). Burnout Levels of Students with AD/HD in Turkey. Education and Treatment of Children, 29(4), 693-709. https://www.jstor.org/stable/42900559
Patton, W. & Goddard, R. (2003). Psychological distress and burnout in Australian service workers. Journal of Employment Counseling, 40(1), 2-16.
Pienaar, J, & Willemse, S. (2008). Burnout, engagement, coping and general health of service employees in the hospitality industry. Tourism Management, 29, 1053-1063. https://doi.org/10.1016/j.tourman.2008.01.006
Pizam, A. (2004). Are hospitality employees equipped to hide their feelings? Hospitality Management, 23, 315–316. https://psycnet.apa.org/doi/10.1016/j.ijhm.2004.08.001
Rostami, S., Ghanizadeh, A., & Ghonsooly, B. (2015). External factors affecting second language motivation: The role of teacher burnout and family influence. Iranian Journal of Applied Linguistics, 18(2), 165-187.
Safari, I. (2020). A study on the relationship between burnout and job satisfaction of Iranian EFL teachers working in universities and schools. Journal on Efficiency and Responsibility in Education and Science, 13(4), 164-173. https://doi.org/10.7160/eriesj.2020.130401
Sağlam, M. H., Göktenürk, T., Demir, İ., & Yazıcı, E. (2023). Environmental factors for the advancement of teachers' self-efficacy in professional development. Journal of Intelligence, 11(2), 34.  https://doi.org/10.3390/jintelligence11020034
Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. The Career Development International, 14(3), 204–220. https://doi.org/10.1108/13620430910966406
Schonfeld, I.S. (2001). Stress in first-year women teachers: the context of social support and coping. Genetic, Social, and General Psychology Monographs, 127(2), 133-167.  https://doi.org/10.1037/1089-2680.127.2.133
Schutte, N., Toppinnen, S., Kalimo, R., & Schaufeli, W.B. (2000). The factorial validity of the Maslach Burnout Inventory-General Survey across occupational groups and
Schwab, R.L. (2001). Teacher burnout: Moving beyond “psychobabble”. Theory Into Practice, 22(1), 21-27. https://doi.org/10.1080/00405848309543033
Skaalvik, E. M., & Skaalvik, S. (2010). Dimensions of teacher burnout: Relations with potential stressors at school. Teaching and Teacher Education, 26(5), 1051-1060. http://10.1016/j.tate.2009.11.001
Skaalvik, E.M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teaching and Teacher Education, 26, 602–616. https://doi.org/10.1080/13540602.2021.1913404
Smetackova, I., Viktorova, I., Pavlas Martanova, V., Pachova, A., Francova, V., & Stech, S. (2019). Teachers between job satisfaction and burnout syndrome: What makes difference in Czech elementary schools. Front. Psychol. 10, 2287. http://doi.org/10.3389/fpsyg.2019.02287
Smetackova, I., Viktorova, I., Pavlas Martanova, V., Pachova, A., Francova, V., & Stech, S. (2019). Teachers between job satisfaction and burnout syndrome: What makes difference in Czech elementary schools. Front. Psychol. 10, 2287. http://doi.org/10.3389/fpsyg.2019.02287
Split, J., Koomen, H. & Thijs, J. (2011). Teacher wellbeing: The importance of teacher-student relationships. Education Psychology Review, 23, 457-477. http://dare.uva.nl/document/463929
Tatar, M., & Horenczyk, G. (2003). Diversity-related burnout among teachers. Teaching and Teacher Education, 19(4), 397-408. https://doi.org/10.1016/S0742-051X(03)00024-6
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243–259. https://doi.org/10.1348/000709901158505
Wang, A., Duan, Y., Norton, P. G., Leiter, M. P., & Estabrooks, C. A. (2024). Psychometric properties and measurement invariance of the Maslach Burnout Inventory-General Survey 9-item short version (MBI-GS9) across age, gender, and continent. Journal of Occupational Health Psychology, 29(1), 22-37. https://doi.org/10.3389/fpsyg.2024.1439470
Wright, T. A., & Cropanzano, R. (1998). Emotional exhaustion as a predictor of job performance and voluntary turnover. Journal of Applied Psychology, 83, 486–493.
Yurt, E. (2022). Collective teacher self-Efficacy and burnout: The mediator role of job satisfaction. International Journal of Modern Education Studies, 6(1), 51-69.
Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: A structural multigroup invariance approach. International Journal of STEM Education, 7(1), 1– 12.  https://doi.org/10.1186/s40594-020-00209-4
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801
Zeijen, M. E. L., Brenninkmeijer, V., Peeters, M. C. W., & Mastenbroek, N. J. M. (2024). The Role of Personal Demands and Personal Resources in Enhancing Study Engagement and Preventing Study Burnout. The Spanish Journal of Psychology, 27, e10, 1–14. https://doi.org/10.1017/SJP.2024.10
Applied Linguistics Inquiry
Volume 2, Issue 2
September 2024
Pages 62-75

Files

History

  • Receive Date: 09 April 2024
  • Revise Date: 19 July 2024
  • Accept Date: 27 August 2024

Share

How to cite

Statistics