Available Online: 26 March 2022
Norouzi Larsari, Vahid*
PhD Candidate in Education, Faculty of Education, Department of Pre-primary and Primary Education, Charles University, Prague, Czech Republic (firstname.lastname@example.org)
Charles University in Prague, Faculty of Education, Prague, Czech Republic (email@example.com)
Nowadays, social psychological variables such as self-efficacy, resilience and burnout are very essential for beginning ELT teachers. These variables can highly have a strong effect on the learners’ and ELT teachers’ performance. One of the most influential psycho social factors in language teaching is Self-efficacy. Another influential element that is of utmost importance in teaching contexts is burnout. The aim of this present study is to explore the relationship between the self-efficacy of beginning ELT teachers of English language teaching and their feelings of burnout. The researcher used two questionnaires for collecting the data: The Maslach Burnout Inventory (MBI; Maslach & Jackson 1981, 1986) and the teacher self-efficacy scale (TSES). The participants were 100 beginning ELT teachers having university education from Iran. They were both males and females and from 20 to 50 age groups. After obtaining the raw data, the SPSS software (version 21) was used to change the data into numerical interpretable form. To determine the relationship between self-efficacy and beginning teachers’ burnout, correlational analysis was employed. The result indicated that the beginning ELT teachers’ self-efficacy has a positive relationship with their burnout. In addition, a significant relationship was observed between beginning ELT teachers’ resilience and their burnout. There is a significant positive relationship between beginning ELT teachers’ resilience and their feelings of burnout (r = .596). Therefore, it is concluded that the teachers with higher resilience have had higher scores on burnout and vice versa.
Keywords: teachers’ burnout, ELT teachers, self-efficacy, resilience
Cite this article:
Norouzi Larsari, V., & Wildová, R. (2022). A critical analysis on reactions’ beginning ELT teachers towards burnout, resilience, self-efficacy: Implications for beginning ELT teacher development. International Journal of Research Studies in Education, 11(6), 99-104. https://doi.org/10.5861/ijrse.2022.171