Department of Humanities, Farhangiyan University, Urmia, West Azarbaijan, Iran
Abstract: (52 Views)
In language education, teachers’ well-being has been emphasized greatly. However, there are a few studies conducted to investigate the association between Job Satisfaction (JS) and Burnout (BO) among online EFL (English as a Foreign Language) teachers across gender. Therefore, this study explored the correlation between JS and BO among online EFL teachers in Iran and explored whether these constructs differed by gender. Participants were 80 online Iranian EFL teachers (40 males and 40 females). Researcher used Spector’s (1985) Job Satisfaction Survey and the Maslach Burnout Inventory (Maslach et al., 1996) for data collection, which both demonstrated satisfactory internal consistency of .85 and .82, respectively. Pearson's product-moment correlation and independent-samples t-tests were used for data analysis, indicating a significantly negative association between JS and BO, and emphasizing that teachers having higher JS levels had lower BO levels. However, gender had role in neither JS or BO. Findings emphasize that increasing teachers’ JS can lower BO in online classes. The study can lead to more research studies on teachers’ well-being in online language classes and provides practical implications for language institutes and educational policymakers seeking to improve teachers' professional experiences.
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This work is licensed under a Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). |
This work is licensed under a Creative Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)