The relationship between novice and experienced EFL teachers’ reflective teaching and their burnout

Abstract

Purpose

The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout.

Design/methodology/approach

Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling.

Findings

The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout.

Originality/value

The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

Citation

Kalantari, S. and Kolahi, S. (2017), "The relationship between novice and experienced EFL teachers’ reflective teaching and their burnout", Journal of Professional Capital and Community, Vol. 2 No. 3, pp. 169-187. https://doi.org/10.1108/JPCC-12-2016-0032