این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
جستارهای زبانی، جلد ۱۴، شماره ۱، صفحات ۱-۳۳
عنوان فارسی Examining the Role of Active/Passive Motivation in EFL Teachers’ Burnout and Efficacy
چکیده فارسی مقاله This study sought to investigate the probable relationships among English as a Foreign Language (EFL) teachers' active/passive motivation, their sense of efficacy, and burnout. To this end, the Active/Passive Motivation Scale (APMS), Teacher’s Sense of Efficacy Scale (TSES), and Maslach Burnout Inventory (MBI) were administered to 245 Iranian EFL teachers. Next, in order to substantiate the construct validity of the APMS, Confirmatory Factor Analysis (CFA) was conducted. Moreover, correlational analyses and Structural Equation Modeling (SEM) were employed to explore the relationships among the variables. The results indicated significant relationships between active/passive motivation and all subconstructs of TSES, between active motivation and all subconstructs of burnout, and between passive motivation and two burnout subscales, namely emotional exhaustion and personal accomplishment. Additionally, while no significant relationship was found between age and the three constructs, the results demonstrated that teaching experience and teacher’s sense of efficacy were positively correlated. Female teachers were also found to be less likely to feel depersonalized. Moreover, mediated by active motivation, teacher efficacy was a significant negative predictor of teacher burnout. Finally, the implications of the study for administrators and teachers were discussed and suggestions were made for further research.
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Examining the Role of Active/Passive Motivation in EFL Teachers’ Burnout and Efficacy
چکیده انگلیسی مقاله This study sought to investigate the probable relationships among English as a Foreign Language (EFL) teachers' active/passive motivation, their sense of efficacy, and burnout. To this end, the Active/Passive Motivation Scale (APMS), Teacher’s Sense of Efficacy Scale (TSES), and Maslach Burnout Inventory (MBI) were administered to 245 Iranian EFL teachers. Next, in order to substantiate the construct validity of the APMS, Confirmatory Factor Analysis (CFA) was conducted. Moreover, correlational analyses and Structural Equation Modeling (SEM) were employed to explore the relationships among the variables. The results indicated significant relationships between active/passive motivation and all subconstructs of TSES, between active motivation and all subconstructs of burnout, and between passive motivation and two burnout subscales, namely emotional exhaustion and personal accomplishment. Additionally, while no significant relationship was found between age and the three constructs, the results demonstrated that teaching experience and teacher’s sense of efficacy were positively correlated. Female teachers were also found to be less likely to feel depersonalized. Moreover, mediated by active motivation, teacher efficacy was a significant negative predictor of teacher burnout. Finally, the implications of the study for administrators and teachers were discussed and suggestions were made for further research.
کلیدواژه‌های انگلیسی مقاله active motivation,passive motivation,Teacher burnout,teacher efficacy
نویسندگان مقاله Seyed Ebrahim Momenzadeh |
PhD Candidate, English Department, Faculty of Letters and Humanities, Ferdowsi University of Mashhad

Reza Pishghadam |
Professor of Language Education, English Department, Faculty of Letters and Humanities, Ferdowsi University of Mashhad

Elham Naji Meidani |
Assistant Professor, English Department, Faculty of Letters and Humanities, Ferdowsi University of Mashhad

نشانی اینترنتی https://lrr.modares.ac.ir/article_7325_1231892d9e920152069df430c69fbe09.pdf
فایل مقاله فایلی برای مقاله ذخیره نشده است
کد مقاله (doi)
زبان مقاله منتشر شده fa
موضوعات مقاله منتشر شده
نوع مقاله منتشر شده
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات