Reflective teaching, teacher immunity, and burnout: Investigating possible links

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-10-01 DOI:10.1016/j.system.2025.103865

Hossein Navidinia, Fatemeh Zahra Gholizadeh

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引用次数: 0

Abstract

Teaching is a complex profession that presents various challenges, and without sufficient coping strategies, these stressors can lead to unfavorable outcomes like burnout and attrition. Reflective teaching (RT) and language teacher immunity (LTI) have been proposed as constructs that can alleviate these negative effects. The present study investigated the relationships between RT, LTI, and burnout among English language teachers, specifically examining the potential mediating role of LTI. A quantitative correlational design was employed, with data collected from 200 Iranian English language teachers using the Reflective Teaching Questionnaire, the Teacher Immunity Scale, and Maslach's Burnout Inventory. A proposed theoretical model was tested using Structural Equation Modeling (SEM). Findings indicated a significant positive relationship between RT and LTI and a significant negative correlation between LTI and burnout. Despite the initial hypothesis, the direct relationship between RT and burnout was found to be weak but positive. However, the results confirmed a strong, negative indirect effect, showing that RT is linked to lower burnout through the mediating role of LTI. This is justified by viewing reflection as a practice that can increase workload and heighten awareness of professional shortcomings, which may contribute to burnout if a teacher's immunity, comprising self-efficacy, resilience, and coping strategies, is not robust enough to manage these challenges. Implications suggest that teacher education and support systems should focus on strengthening teacher immunity to ensure reflective practices foster professional growth rather than exacerbate stress.

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反思性教学、教师免疫力和职业倦怠：调查可能的联系

教学是一个复杂的职业，面临着各种各样的挑战，如果没有足够的应对策略，这些压力源可能会导致不利的结果，比如倦怠和磨耗。反思性教学（RT）和语言教师免疫（LTI）被提出作为缓解这些负面影响的构念。本研究考察了英语教师的工作时间、语言语言能力和职业倦怠之间的关系，特别考察了语言语言能力的潜在中介作用。采用定量相关设计，从200名伊朗英语教师中收集数据，使用反思性教学问卷、教师免疫量表和Maslach's倦怠量表。利用结构方程模型（SEM）对提出的理论模型进行了验证。结果显示，工作时间与LTI呈显著正相关，LTI与倦怠呈显著负相关。与最初的假设不同，RT与倦怠之间的直接关系虽弱，但呈正相关。然而，结果证实了一种强烈的负性间接效应，表明RT通过LTI的中介作用与较低的倦怠相关。这是合理的，因为反思是一种可以增加工作量和提高对专业缺陷的认识的实践，如果教师的免疫力，包括自我效能感、弹性和应对策略，不足以应对这些挑战，可能会导致职业倦怠。由此可见，教师教育和支持系统应侧重于加强教师免疫力，以确保反思性实践促进专业成长，而不是加剧压力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.