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Bagheri Nevisi, Reza, Alasadi, Zeinab. (1401). Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers. جلوه هنر, 6(1), 73-92. doi: 10.22051/lghor.2021.33516.1383
Reza Bagheri Nevisi; Zeinab Alasadi. "Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers". جلوه هنر, 6, 1, 1401, 73-92. doi: 10.22051/lghor.2021.33516.1383
Bagheri Nevisi, Reza, Alasadi, Zeinab. (1401). 'Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers', جلوه هنر, 6(1), pp. 73-92. doi: 10.22051/lghor.2021.33516.1383
Bagheri Nevisi, Reza, Alasadi, Zeinab. Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers. جلوه هنر, 1401; 6(1): 73-92. doi: 10.22051/lghor.2021.33516.1383

Investigating Cultural Intelligence and Emotional Intelligence as Predictors of Burnout Among Iraqi EFL Teachers

Journal of Language Horizons
مقاله 4، دوره 6، شماره 1 - شماره پیاپی 11، مرداد 2022، صفحه 73-92    اصل مقاله (503.19 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.33516.1383
نویسندگان
Reza Bagheri Nevisi* 1؛ Zeinab Alasadi2
1Associate Professor, Department of English Language and Literature, University of Qom, Qom, Iran
2English Department, University of Qom, Qom, IranMA Graduate, Department of English Language and Literature, University of Qom, Qom, Iran
چکیده
The study was an attempt to discover any possible correlation between EFL teachers' burnout and their emotional and cultural intelligence. Furthermore, it aimed at finding out which variable, emotional or cultural intelligence, could be a better predictor of teacher burnout. The study also delved into the possible relationship of gender and Iraqi EFL teachers' burnout and investigated which gender was more affected by burnout. Finally, male and female Iraqi teachers were compared and contrasted with regard to emotional intelligence and cultural intelligence. To this end, three questionnaires- (1) Maslach Burnout Inventory–Educators' Survey (MBI-ES), (2) the Cultural Intelligence Scale (CQS) developed by Van Dyne et al. (2008), and (3) Wang and Law Emotional Intelligence Scale (WLEIS)- were submitted to more than 200 teachers either in person or via email or an already-generated Google Doc link of the three questionnaires. Some teachers remained reluctant to share their responses and refused to fill out the questionnaires, but 164 Iraqi EFL teachers completed all the three questionnaires. The results demonstrated that Iraqi EFL teachers' burnout and their emotional and cultural intelligence correlated significantly but negatively. Both emotional and cultural intelligence could significantly and almost similarly predict teacher burnout. Moreover, teacher burnout and gender were significantly correlated and Iraqi EFL female teachers were more susceptible and vulnerable to teacher burnout. The study implies that emotionally and culturally-aware teachers might be able to take precautionary measures to either mitigate or curb teacher burnout.
کلیدواژه‌ها
teacher burnout؛ emotional intelligence؛ cultural intelligence؛ EFL teachers؛ gender
عنوان مقاله [English]
بررسی هوش فرهنگی و هوش عاطفی به عنوان پیش بینی کننده‌های فرسودگی شغلی مابین معلمان زبان انگلیسی عراقی
نویسندگان [English]
رضا باقری نویسی1؛ زینب الاسدی2
1دانشیار، گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران
2دانش‌آموختة کارشناسی ارشد، گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران
چکیده [English]
پژوهش حاضر، تلاشی برای کشف ارتباط بین فرسودگی شغلی معلمان زبان انگلیسی به عنوان زبان خارجی و هوش فرهنگی و عاطفی آن‌ها است. افزون بر این، هدف، کشف این نکته بود که کدام متغیر، هوش هیجانی یا فرهنگی، می‌تواند پیش‌بینِ بهتری در مورد فرسودگی شغلی معلم باشد. این مطالعه همچنین به جستجوی رابطة محتمل جنسیت و فرسودگی معلمان زبان انگلیسی عراقی پرداخته و بررسی کرد که کدام جنسیت بیشتر تحت تأثیر فرسودگی شغلی قرار گرفته‌است. در نهایت، معلمان مرد و زن عراقی با توجه به هوش هیجانی و هوش فرهنگی مورد سنجش و مقایسه قرار گرفتند. به این منظور، سه پرسشنامه 1) پرسشنامة هدفِ فرسودگی شغلی ماسلاچ ، 2) مقیاس هوش فرهنگی که توسط ون داین و همکاران (2008) طراحی شده، و 3) مقیاس هوش عاطفی وانگ و لا، برای بیش از 200 معلم، یا حضوری یا از طریق ایمیل و یا از طریق لینک از پیش ساخته‌شده گوگل‌داک از سه پرسشنامه ارائه شد. برخی معلمان از به اشتراک گذاشتن پاسخ‌های خود بی‌میل بودند و از پر کردن پرسشنامه پرهیز کردند، ولی 164 معلم زبان انگلیسی عراقی هر سه پرسشنامه را پر کردند. یافته‌ها نشان داد که معلمان زبان انگلیسی عراقی و هوش فرهنگی و فرسودگی شغلی آن‌ها، به صورت معنادار اما منفی با هم همبستگی داشت. هوش هیجانی و فرهنگی مشابه هم و به طور معناداری پیش بینی کننده فرسودگی شغلی بودند. همچنین، فرسودگی شغلی و جنسیت به صورت معناداری همبستگی داشتند و معلمان زبان انگلیسی عراقی زن بیشتر مستعد و در معرض فرسودگی شغلی بودند. یافته‌ها به طور ضمنی اشاره دارد که معلمان آگاه از نظر فرهنگی و عاطفی ممکن است بتوانند با اقدامات پیشگیرانه، فرسودگی شغلی خود را کنترل کرده و یا کاهش دهند.
کلیدواژه‌ها [English]
فرسودگی شغلی, هوش عاطفی, هوش فرهنگی, معلمان زبان انگلیسی به عنوان زبان خارجی, جنسیت
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