Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation

IF 3.3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Teaching Research Pub Date : 2024-03-29 DOI:10.1177/13621688241238350

Majid Sadoughi, S. Yahya Hejazi, Gholam Hassan Khajavy

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引用次数: 0

Abstract

Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation strategies were negative predictors of teachers’ burnout, suppression strategies were positive predictors of burnout. Implications regarding how to protect teachers against burnout are presented based on the findings of the study.

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保护语文教师免于职业倦怠：教学心态、教学勇气和情绪调节的作用

考虑到教师职业，尤其是外语教学的要求高、压力大，英语作为外语（EFL）的教师很容易产生职业倦怠，这不仅会给教师，也会给学生带来不良后果。因此，了解哪些因素可以防止 EFL 教师出现职业倦怠非常重要。本研究调查了三个个体差异因素，即成长型教学心态、教学勇气和情绪调节在 EFL 教师职业倦怠中的作用。数据通过便利抽样从 218 名 EFL 教师中收集。回归分析和相对权重分析的结果表明，成长型教学心态和教学勇气对职业倦怠有负向预测作用。此外，重新评价情绪调节策略对教师的职业倦怠有负面预测作用，而抑制策略对职业倦怠有正面预测作用。根据研究结果，提出了如何保护教师避免职业倦怠的启示。

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来源期刊

Language Teaching Research Multiple-

CiteScore

13.20

自引率

7.10%

发文量

116

期刊介绍： Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research