Atashpanjeh Alireza, Shekarzehi Sara, Zare-Behtash Esmaiil, Ranjbaran Fatemeh
Clinical Immunology Research Center, Department of English Language, School of Medicine, Zahedan University of Medical Sciences and Health Cares, Zahedan, Iran.
Department of English Literature, Chabahar Maritime University, Chabahar, Iran.
J Educ Health Promot. 2020 Dec 29;9:334. doi: 10.4103/jehp.jehp_583_20. eCollection 2020.
Despite the multitude of studies comparing teacher burnout with an ample of variables, a need for seeking what English language teachers think about their job and the interfering variables regarding the context seems essential. The aim of this study was primarily to investigate the relationship between teacher burnout and job satisfaction of English language teachers and, then, to find out the impact of teaching experience and gender on teacher burnout and job satisfaction.
It was a mixed-methods study conducted on 103 teachers who were conveniently sampled and were investigated through questionnaires and interviews among high school English language teachers in Sistan and Baluchestan province. The sampling method was purposive, and data were collected through questionnaires and semi-structured interviews. Data analyses were performed using mixed-methods approach.
The results revealed a moderate negative correlation between the first two elements of teacher burnout (emotional exhaustion and depersonalization) and job satisfaction ( < 0.01), whereas a positive correlation was found between the next element, i.e., personal accomplishments and job satisfaction ( < 0.05). Afterward, no statistically significant difference was detected between demographic characteristics (i.e., gender and teaching experience) ( < 0.01). Then, 15 teachers voluntarily participated in the interview sessions and expressed their opinions about the way teachers see the environment they work in.
There are factors that influence on the quality of teaching and learning processes and lead to burnout and job dissatisfaction; therefore, it seems advisable to remove them to reduce their negative effects.
尽管有大量研究将教师职业倦怠与众多变量进行比较，但探寻英语教师对其工作的看法以及与背景相关的干扰变量似乎至关重要。本研究的主要目的是调查英语教师职业倦怠与工作满意度之间的关系，然后找出教学经验和性别对教师职业倦怠及工作满意度的影响。
这是一项混合方法研究，对103名教师进行了便利抽样，通过问卷调查和访谈对锡斯坦-俾路支斯坦省的高中英语教师进行了调查。抽样方法是有目的的，数据通过问卷调查和半结构化访谈收集。数据分析采用混合方法进行。
结果显示，教师职业倦怠的前两个要素（情感耗竭和去个性化）与工作满意度之间存在中度负相关（<0.01），而职业倦怠的下一个要素即个人成就感与工作满意度之间存在正相关（<0.05）。随后，在人口统计学特征（即性别和教学经验）之间未检测到统计学上的显著差异（<0.01）。然后，15名教师自愿参加了访谈，并表达了他们对教师如何看待工作环境的看法。
存在一些影响教学和学习过程质量并导致职业倦怠和工作不满的因素；因此，似乎建议消除这些因素以减少其负面影响。
