ابراهیم صفری

In every field of teaching and learning, there are some factors that have an important role in both teachers’ and students’ performance. Two of these effective psychological factors in the context of education include self-efficacy and burnout. This research was conducted to examine the statistical relationship between English as a foreign language (EFL) teachers’ self-efficacy and burnout levels in the universities and schools of Iran. The data collection instruments were two questionnaires, ‘Teacher Sense of Efficacy Scale’ and ‘Maslach Burnout Inventory’. The participants included 152 randomly selected teachers working in universities and schools. After data collection, the SPSS software was applied to convert the obtained data into numerical and interpretable data. To quantify the statistical relationship between teachers’ self-efficacy and burnout levels, correlational analysis was used. Results indicated, there was negative correlation between teachers’ self efficacy and burnout levels. Furthermore, multiple regression analysis was conducted to estimate the relationship between self-efficacy and burnout better, which indicated that teachers’ self efficacy was a negative predictor of their burnout.

This research intended to study the Potential relationship between Iranian EFL teachers’ job satisfaction, job burnout, and reflective thinking. One-hundred and eighty-two teachers from different universities, and schools were requested to answer the the Minnesota satisfaction questionnaire, Maslach Burnout Inventory, and reflective thinking scale as the main data collection instruments. Structural Equation Modeling was used to test the hypothesized model of relations. The results represented, there were significant internal correlations between all the latent variables and their sub-scales. Multiple regression analysis showed that job satisfaction positively predicted reflective thinking, with job satisfaction exerting more predictive power in comparison with job burnout. Furthermore, job burnout weakly predicted reflective thinking, with job burnout exerting less predictive power in comparison with job satisfaction. Moreover, there was a negative correlation between job satisfaction and job burnout in which not only these two latent variables but also all their sub-scales were negatively related to each other. Pedagogical implications of the results have been discussed.