چکیده

Taken insights from personality trait theories, this study tested a theoretical causal model positing English language teacher beliefs in efficacy and emotional intelligence as two key antecedents of negative emotion at work (or teacher burnout) and that efficacy beliefs trait mediates the relationship between emotional intelligence, a trait associated with positive affect, and burnout. To test this hypothesized model, a sample of 141 high school English language teachers was selected to participate in data collection process. The required survey data were collected through self-report Maslach Burnout Inventory, Emotional Intelligence Scale, and Second Language Teaching Efficacy Scale that were closely validated in this study. Results from structural equation modeling confirmed the model-data fit yielding support for separate effects of emotional intelligence and teaching efficacy on burnout. Further, the joint effects of teachers’ beliefs in their teaching efficacy and their emotional intelligence, negatively correlated with burnout symptoms, supported the mediational role of efficacy on the ‘emotional intelligence-burnout’ relationship. Therefore, emotional intelligence showed a significant direct effect on efficacy and both direct and indirect effects on teacher burnout. Higher efficacy was reported by the present Iranian teachers to be related with lower burnout felt by them.This study has practical implications, as the results can be used in the development of future interventions for reducing teacher burnout and stress.

کليدواژه ها

Emotional Intelligence; Beliefs in Efficacy; Burnout; Mediation; EFL Teachers

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در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Zahra Esmayili , 1398 , Emotional intelligence relating to perceived burnout in Iranian English language teachers: A mediator model , اولين کنفرانس بين المللي مطالعات زبان انگليسي