بررسی ارتباط بین عزت نفس و فرسودگی شغلی معلمان با عملکرد آنها در تدریس زبان انگلیسی

نوع مقاله: مقاله پژوهشی

نویسنده

عضو هیأت علمی

10.22098/jsp.2018.610

چکیده

پژوهش حاضر با هدف بررسی ارتباط بین عزت نفس و فرسودگی شغلی معلمان با عملکرد آنها در تدریس زبان انگلیسی در میان معلمان دبیرستان انجام گرفت. روش تحقیق این پژوهش توصیفی و از نوع همبستگی بوده است و جامعه آماری شامل کلیه معلمان زبان انگلیسی دبیرستان­های شهر کرج بوده که در سال تحصیلی 95-94 در مدارس این شهر مشغول به تدریس بودند. نمونه آماری این مطالعه 144 (58 زن و 86 مرد) معلم بود که انگلیسی را بعنوان زبان خارجی تدریس میکردند و به روش در دسترس انتخاب شدند. برای جمع‌آوری داده‌های پژوهش از پرسشنامه­­ی استاندارد فرسودگی شغلی و پرسشنامه­­ی محقق ساخته­ی عزت نفس معلم استفاده گردید. پس از تحلیل آماری و بررسی متغیرها نتایج زیر حاصل شد: عزت نفس معلمان زبان انگلیسی بر فرسودگی شغلی آنها تاثیر گذاشته و بین این دو رابطه معکوس وجود دارد. بر اساس نتایج بدست آمده، معلمان زبان انگلیسی با عزت نفس بالاتر شانس کمتری نسبت به تجربه فرسودگی شغلی در طول دوران تدریس­شان داشتند و بالعکس. همچنین، مولفه­های عزت نفس روابط متفاوتی با فرایند فرسودگی شغلی داشتند. یافته­های پژوهش حاضر میتوانند برای معلمان، مدیران و افرادی که به نوعی در بحث آموزش و پرورش درگیرند مفید واقع شوند.

کلیدواژه‌ها


عنوان مقاله [English]

On the relationship between self-efficacy and burnout of teachers with their performance in teaching English

نویسنده [English]

  • V Mohammadi
Assistant Professor of English Language Teaching, University of Mohaghegh Ardabili
چکیده [English]

The purpose of this study was to investigate the relationship between self-efficacy and burnout of teachers with their performance in teaching English among high school teachers. The research method was descriptive and correlational. The population included all English teachers of high schools in Karaj, who taught in the schools of this city during the academic year of 1394-1395. A group of 144 (58 females and 86 males) teachers teaching English as a foreign language was selected as the sample through purposive sampling. To collect the data, a standard burnout questionnaire and a researcher-made self- efficacy questionnaire were used. After analyzing and studying the variables, the following results were obtained: English teachers' self-efficacy affects their burnout and there is an inverse relationship between these two. Based on the results, English teachers with higher self-efficacy were less likely to experience burnout during their teaching and vice versa. The findings of the present study can have messages for teachers, principals and those involved in education.

کلیدواژه‌ها [English]

  • self-efficacy
  • burnout
  • teaching English as a foreign language
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