In (Milner Hoy, 2003). Self-efficacy is recognized

In a related
area of research on teachers, studies have shown that those who are unusually
effective in having their students learn well share a number of common beliefs
and perspectives. Such teachers, for example, typically have a strong sense of
teacher efficacy. That is, they firmly believe they can help nearly all
students learn, even those who may be difficult or unmotivated (Berman &
McLaughlin, 1977). These highly effective teachers also tend to be very
positive in their feelings about teaching and are generally confident
about their teaching abilities (Brandt, 1986).

Another significant factor in teaching is a profession
characterized by high levels of burnout and emotional exhaustion (Hakanen et
al., 2006; Maslach et al., 2001). Due to the
isolated culture, teachers may become frustrated, bored, and depleted as they
privately struggle with their anxieties (Fullan, 2001; Dussault &
Deaudelin, 1999). Further, teachers often feel drained intellectually and
emotionally when they deal with student misbehaviors (Chang & Davis, 2009).
To successfully connect with their students and help students connect with the
subject matter, teachers need a variety of intellectual and emotional resources
on which they can draw (Woolfolk Hoy & Davis, 2005).

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The current decades seems to be known as the years of stress and
intension. Studies revealed these two features as the most challenging and
influential factors in human’s life, for all contexts and work places. It is
assumed that if people do not feel stressed for a few days or weeks; they
suffer from a chronic stress condition that causes a feel of frustration and
fatigue. They come across not only with emotional but also with physical
problems. This condition has been called burnout by psychologists. Around one
quarter of novice educators of the United States do not tend to carry on their
occupation after three years and by the fifth year this increases to 40%
(Milner Hoy, 2003).

Self-efficacy is recognized as an another significant factor in any
profession and life achievement, and defined as people beliefs about their own
abilities to think, plan, monitor, organize, and perform activities needed in
educational settings (Bandura, 1997, 2006).

The emotional needs, labor, and work required for a teacher are
noteworthy compared to other professions. Whereas burnout symptoms among
teachers have been studied for decades, few scholars have examined teacher
burnout through the lens of emotion regulation and the antecedent assessments.
In the present study, the researcher argues that the usual patterns in
teachers’ judgments about student behavior and other teaching tasks may
contribute significantly to teachers’ repeated experience of distinct
unpleasant emotions and may eventually lead to certain degrees of burnout. In
addition, teachers who experience higher levels of burnout tend to withdraw
from student–teacher relationships and tend to feel inefficacious about their
teaching tasks (Burke et al., 1996). As a result, they may face more problems
in classroom management with regard to students’ behaviors. The researcher
argues that by helping teachers become aware of and interpret and question the
judgments that underlie their emotions, we may help teachers better understand
how their judgments triggered their unpleasant emotions and help them learn how
to regulate those emotions effectively.

Today, In Iran, the majorities of teachers encounter with different
social problems including inflation that causes or forces them to undergo social
stressed and tension. Blasé (1982) has shown that stress and burnout influence
teachers’ job gratification, and efficiency reduction when working with
students. Furthermore, it is seemed that teachers with a high self-efficacy are
gladder, more innovative, and more effectual in their duties as teachers.

Realizing of teachers’ view of self-efficacy and the effects of
this knowledge depend on teachers’ decision-making and their action and
methodologies that they use in the class (Pajares, 1992). Because language
learning typically occurs in formal language setting and as a foreign language,
understanding these issues is very vital in Iranian context (Kariminia &
Salehizadeh, 2007).

Consequently teachers play a critical role in all societies and the
success of learners’ future relies on teachers’ affective conditions, the
significance of this study is to help teachers improve their self-efficacy and
decrease their burnout, by determining the relationship between burnout and
self-efficacy. Accordingly, the learners can make more benefit from their
teachers and the whole class.

The years of experience were a factor which the research aimed to
find their relationship with EFL teachers’ burnout trait. The present research
claimed that there was a relationship between EFL teachers’ burnout and their
years of teaching experience. Findings of the study revealed that there is a
direct and positive relationship between them. In other words, EFL teachers’ burnout tended to
increase with additional years of teaching experience. It means by increasing EFL teachers experience they have more fell
of burnout.

In conclusion, the researcher came to this point that in process of
teaching and learning English which is considered as a foreign language self-
efficay behavior had a vital role in effective teaching the more the EFL
teachers equipped themselves with self-efficacy and burnout factors, the more
they performed effectively in the class the more the quality of learning
increased.

 

5.2 Implications

     

All EFL teachers should be aware of self-efficacy and the way it
can influence teachers’ performance in the class. By considering the complexity
of the individual and the social aspects of teaching roles, highly
self-efficacious teachers seem to successfully achieve teaching effectiveness.
If teachers know that how their own self-efficacy leads them to perform
successfully; they can become role models of self-efficacy.

The implications of this study can be practical and useful for EFL
teachers who eagerly try to improve their teaching qualifications especially
the ones concern themselves with effective teaching. The study tried to
consider the qualification traits which are interrelated and lead to a positive
and effective teacher presentation in the class and make both teachers and
students satisfied in teaching and learning process. The main focus of the
study was on the factors more than content and linguistic knowledge which have
been always seen as a crucial factor for an EFL teacher.

 

Although the present research specified to investigate EFL
teachers’ qualifications, the findings and outcome can be generalized to
teachers in other fields as well. As the teacher has a crucial role in learning
process and base on the Iranian educational system school classes are almost
teacher-centered it turns teaching into a demanding job, therefore; there is a
need for EFL teachers to well-equipped themselves with teaching qualifications.

Moreover, Teacher preparation
programs play a crucial role in the retention of qualified teachers. The result
of the present study can be deployed in EFL pre- service and in-service EFL
teacher training programs conducting by official educational system in Iran. It
is recommended that universities schools of education re-evaluate their teacher
preparation programs to train self-efficacious and more teachers with feel of
burnout.

5.3 Suggestions for Further Research

From the evidence of the study and considering the limitations of
current research some suggestions are introduced for further study. Firstly, the
researcher collected data on few characteristics of a qualified EFL teacher;
therefore, it is highly recommended to investigate other traits which may have
probable correlation with teachers’ self-efficacy and burnout.

Secondly, it would be instructive to conduct a broader study by
administering more teachers in Iran. Moreover, a cross-cultural study on
Iranian and non-Iranian teachers with the same and further teachers’ traits are
highly recommended.

Thirdly, EFL teachers’ educational major was not considered as a
variable. The only requirement for the teachers as participants in this study
was teaching English. Their educational status and university degrees didn’t
concern this study.  It is strongly
suggested other individual characteristics and external factors like major and
age that may affect the teachers’ performance to be included in future
research.

 

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