EFL Teachers’ Classroom Management Orientation, Self-Efficacy, Burnout, and Students’ L2 Achievement

Published

2022-01-19

Orientación de gestión del aula, autoeficacia y agotamiento de los profesores de inglés y rendimiento de sus alumnos en L2

Keywords:

burnout, classroom management strategy, L2 teachers, self-efficacy, students’ L2 performance (en)
agotamiento, estrategia de gestión del aula, autoeficacia, profesor de L2, rendimiento de los estudiantes en L2 (es)

Downloads

Authors

Mohammad Hadi Mahmoodi Bu-Ali Sina Univerity https://orcid.org/0000-0002-2155-2387
Shiva Hosseiniyar Bu-Ali Sina University https://orcid.org/0000-0002-3202-5275
Negin Samoudi Bu-Ali Sina University https://orcid.org/0000-0002-7868-7020

Abstract (en)
Abstract (es)

This correlational study examined the relationship among some English teachers’ characteristics and their students’ foreign language learning. Eighty-two Iranian high school teachers who taught English completed a battery of questionnaires. The scores of the teachers’ students on their final exam were collected as indicators of their English achievement. The results revealed that there was a positive relationship between the teachers’ self-efficacy, classroom management orientations, personal accomplishments (a subscale of burnout), and students’ L2 performance. However, the correlations between emotional exhaustion and depersonalization (two subcomponents of burnout) and students’ English learning were negative. Furthermore, the findings indicated that the teachers’ self-efficacy was the strongest predictor of learners’ English learning. These findings highlight the importance of such teachers’ characteristics for their learners’ L2 learning.

Este estudio correlacional examina la relación entre algunas características de profesores de inglés y el rendimiento de sus alumnos en L2. Con este fin, 82 profesores iraníes de lengua inglesa de secundaria completaron una batería de cuestionarios. Las puntuaciones de los alumnos en su examen final se recopilaron como indicador de su rendimiento en L2. Hubo una relación positiva entre la autoeficacia, las orientaciones de gestión del aula y el logro personal (una subescala de agotamiento) de los profesores y el desempeño de los alumnos en L2, pero una relación negativa entre los subcomponentes del agotamiento y el rendimiento de los alumnos. Además, la autoeficacia de los profesores fue el vaticinador más fuerte del rendimiento de L2 de los estudiantes.

Downloads

Download data is not yet available.

References

Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. The Journal of Educational Research, 92(5), 287–293. https://doi.org/10.1080/00220679909597608

Akbari, R., Kiany, G. R., Imani-Naeeni, M., & Karimi-Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. Iranian Journal of Applied Linguistics, 11(1), 1–27.

Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800–813. https://doi.org/10.1037/edu0000105

Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.

Bandura, A. (1994). Self-efﬁcacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). Academic Press.

Bandura, A. (1997). Self-efﬁcacy: The exercise of control. Freeman.

Barnabas, A., Clifford, S., & Joseph, D. (2010). The influence of assertive classroom management strategy use on student-teacher pedagogical skills. Academic Leadership: The Online Journal, 8(2).

Barros, M. A., Laburú, C. E., & Ramos da Silva, F. (2010). An instrument for measuring self-efficacy beliefs of secondary school physics teachers. Procedia: Social and Behavioral Sciences, 2(2), 3129–3133. https://doi.org/10.1016/j.sbspro.2010.03.476

Barton, P. E., Coley, R. J., & Wenglinsky, H. (1998). Order in the classroom: Violence, discipline, and student achievement. Educational Testing Service.

Estaji, M., & Vafaeimehr, R. (2018). Teacher’s reflection and its components as predictors of EFL teacher’s sense of classroom management. Iranian Journal of Applied Language Studies, 10(2), 27–58. https://doi.org/10.22111/IJALS.2018.4631

Freudenberger, H. J. (1974). Staff burn-out. Journal of Social Issues, 30(1), 59–65. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x

Ghonsooly, B., & Raeesi, A. (2012). Exploring the relationship between creativity and burnout among Iranian EFL teachers. International Journal of Linguistics, 4(3), 121–134. https://doi.org/10.5296/ijl.v4i3.2198

Good, T. L., & Brophy, J. (2003). Looking in classrooms (9th ed.). Allyn & Bacon.

Gürbüztürk, O., & Şad, S. N. (2009). Student teachers’ beliefs about teaching and their sense of self-efficacy: A descriptive and comparative analysis. Inönü University Journal of the Faculty of Education, 10(3), 201–226.

Hassan, M. U. (2019). Teachers’ self-efficacy: Effective indicator towards students’ success in medium of education perspective. Problems of Education in the 21st Century, 77(5), 667–679. https://doi.org/10.33225/pec/19.77.667

Iwanicki, E. F., & Schwab, R. L. (1981). A cross validation study of the Maslach burnout inventory. Educational and Psychological Measurement, 41(4), 1167–1174. https://doi.org/10.1177/001316448104100425

Javaher, A. A., Khaghanizade, M., & Ebadi, A. (2014). Study of communication skills in nursing students and its association with demographic characteristics. Iranian Journal of Medical Education, 14(1), 23–31.

Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33(6), 583–593. https://doi.org/10.1023/b:jadd.0000005996.19417.57

Klassen, R. M., Bong, M., Usher, L. E., Chong, H. W., Huan, S. V., Wong, I. Y. F., & Georgiou, T. )2009(. Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67–76. https://doi.org/10.1016/j.cedpsych.2008.08.001

Lasley, T. J., II, Siedentop, D., & Yinger, R. (2006). A systemic approach to enhancing teacher quality: The Ohio model. Journal of Teacher Education, 57(1), 13–21. https://doi.org/10.1177/0022487105284455

Listiani, S., Willian, S., & Muhaimi, L. (2019). Investigating English teachers’ self-efficacy in developing classroom management style. Advances in Social Science, Education and Humanities Research, 253, 144–148. https://doi.org/10.2991/aes-18.2019.34

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its associations with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714

Mahmoodi, M. H., & Ghaslani, R. (2014). The relationship among Iranian EFL teachers’ emotional intelligence, reflectivity and burnout. Iranian Journal of Applied Language Studies, 6(1), 89–116. https://doi.org/10.22111/ijals.2014.1993

Mahmoodi, M. H., Izadi, N., & Dehghannezhad, M. (2015). An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement. Applied Research on English Language, 4(2), 25–42. https://doi.org/10.22108/are.2015.15501

Manning, M. L., & Bucher, K. T. (2003). Classroom management: Models, applications, and cases. Merrill/Prentice Hall.

Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct validation of the attitudes and beliefs on classroom control inventory. Journal of Classroom Interaction, 33(2), 6–15.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.

Maslach, C. (1976). Burned-out. Human Behavior, 5, 16–22.

Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189-192. https://doi.org/10.1111/1467-8721.01258

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behaviour, 2(2), 99–113. https://doi.org/10.1002/job.4030020205

Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Consulting Psychologists Press.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397

McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203–213. https://doi.org/10.1080/00220670209596593

Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247–258. https://doi.org/10.1037/0022-0663.81.2.247

Moafian, F., & Pishghadam, R. (2009). Construct validation of a questionnaire on characteristics of successful Iranian EFL teachers. Pazhuhesh-e Zabanhaye Khareji, 54, 127-142.

Mojavezi, A., & Poodineh-Tamiz, M. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483–491. https://doi.org/10.4304/tpls.2.3.483-491

Pishghadam, R., & Sahebjam, S. (2012). Personality and emotional intelligence in teacher burnout. The Spanish Journal of Psychology, 15(1), 227–236. https://doi.org/10.5209/rev_sjop.2012.v15.n1.37314

Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2020). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 34(3), 120–146. https://doi.org/10.1007/s10212-020-00465-6

Rahimi, M., & Hosseini-Karkami, F. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57–82.

Roohani, A., & Dayeri, K. (2019). On the relationship between Iranian EFL teachers’ burnout and motivation: A mixed methods study. Iranian Journal of Language Teaching Research, 7(1), 77–99. https://doi.org/10.30466/ijltr.2019.120634

Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching (Vol. 7, pp. 49-73). JAI Press.

Rostami, S., Ghanizadeh, A., & Ghonsooly, B. (2015). External factors affecting second language motivation: The role of teacher burnout and family influence. Iranian Journal of Applied Linguistics, 18(2), 165–187. https://doi.org/10.18869/acadpub.ijal.18.2.165

Saghir, A., Abid, H., Alia, A., Mubarka, Z., & Ayesha, B. (2017). Relationship of classroom management strategies with academic performance of students at college level. Bulletin of Education and Research, 39(2), 239–249.

Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and Catholic schools. Educational Research Review, 5(3), 261–277. https://doi.org/10.1016/j.edurev.2010.03.001

Schunk, D. H., & Pajares, F. (2005). Competence perceptions and functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (1st ed., pp. 85–104). Guilford Press.

Shamsafrouz, H., & Haghverdi, H. (2015). The effect of burnout on teaching performance of male and female EFL teachers in L2 context. International Journal of Foreign Language Teaching & Research, 3(11), 47–58.

Shirazizadeh, M., Karimpour, M., & Heidari-Shahreza, M. A. (2019). An investigation of the relationships among EFL teachers’ perfectionism, reflection and burnout. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1667708

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001

Soodmand-Afshar, H., Rahimi, A., Ghonchehpour, A., & Saedpanah, E. (2015). The impact of teaching experience on Iranian EFL teachers’ sense of efficacy and their perception of English teacher distinctive characteristics. Procedia: Social and Behavioral Sciences, 192, 714–719. https://doi.org/10.1016/j.sbspro.2015.06.069

Talebi, S., Davodi, S., & Khoshroo, A. (2015). Investigating the effective component of classroom management in predicting academic achievement among English language students. Procedia: Social and Behavioral Sciences, 205, 591–596. https://doi.org/10.1016/j.sbspro.2015.09.085

Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efﬁcacy: Four professional development formats and their relationship to self-efﬁcacy and implementation of a new teaching strategy. Elementary School Journal, 110(2), 228–248. https://doi.org/10.1086/605771

Usher, E. L., & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Journal of Invitational Theory and Practice, 12, 7–16.

van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71(2), 243–259. https://doi.org/10.1348/000709901158505

Wolfgang, C. H. (2005). Solving discipline problems: Strategies for classroom teachers (5th ed.). Allyn & Bacon.

Zamanian, M., & Soleimani-Pouya, S. (2017). An investigation of EFL novice and experienced teachers’ classroom management strategies and teaching styles. International Academic Journal of Humanities, 4(2), 114–122.

Zhang, Q., & Sapp, D. A. (2008). A burning issue in teaching: The impact of perceived teacher burnout and nonverbal immediacy on student motivation and affective learning. Journal of Communication Studies, 1(2), 152–168.

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.

Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.