چکیده مقاله
This quasi experimental study N = 120 EFL teachers; 80 experimental, 40 control examined the effect of reflective journaling as a professional development upon teacher burnout, defined by depersonalization, emotional exhaustion, and personal accomplishment Using the Maslach Burnout Inventory Maslach et al , 2018 and a five facet rubric assessing teachers' level of burnout due to the impact of Reflective Writing Quality RWQ The rubric was adapted from both the REFLECT Rubric 2012 and the Lasater Clinical Judgment Rubric 2007 Multiple regression analyses indicated that RWQ predicted lower emotional exhaustion ẞ 0 34, p < 01, R = 0 31 and depersonalization ẞ = 0 30, p < 01, R = 0 24 , but not personal accomplishment ẞ 0 15, p = 184, R= 0 22 Welch's t tests analyzed the continuous data for both emotional exhaustion and depersonalization as the dependent variables The results displayed that the experimental group experienced a significant decrease in burnout for both aspects Female and less experienced teachers displayed the greatest variations in effect; therefore, policymakers might consider the incorporation of reflective journaling into professional development that is beneficial for teachers' well being Further research might determine whether the gains in reduced burnout were retained over time and in other EFL contexts
کلیدواژهها
نویسندگان
Elaheh Rezaian Asl
Master's degree in English Language Teaching, Islamic Azad University, Bandar Abbas Branch
شیوه ارجاع
Rezaian Asl, Elaheh,1404,Exploring the Predictive Role of Reflective Journal Writing on Teacher Burnout Dimensions: A Quantitative Analysis,11th International Conference on Humanities, Literature and Linguistics,Tehran
ارائهشده در
مجموعه مقالات یازدهمین کنفرانس بین المللی علوم انسانی ، ادبیات و زبانشناسی29 آبان 1404 · تهران