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Teacher Development
An international journal of teachers' professional development
Volume 20, 2016 - Issue 5
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Articles

The experience of burnout among English language teachers in Iran: self and other determinants

Karim SadeghiDepartment of English, Urmia University, Urmia, Iran
&
Sima KhezrlouDepartment of English, Urmia University, Urmia, IranCorrespondence[email protected]
Pages 631-647 | Received 19 Dec 2013, Accepted 22 Jun 2015, Published online: 28 Jun 2016

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Sima Khezrlou. (2023) The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?. Language Awareness 32:3, pages 387-420.
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Narges Zareian, Mohammad Hadi Mahmoodi & Mohammad Ahmadisafa. (2023) On the development of young learners of English (YLE) teachers’ vision of an ideal class. Journal of Early Childhood Teacher Education 0:0, pages 1-23.
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Xuehua Ding, Yi Liu & Jian-E Peng. (2023) Straddling burnout and resilience: a Q methodology study among high school EFL teachers. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Mostafa Azari Noughabi, Behzad Ghonsooly & Safoura Jahedizadeh. (2022) Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Kristina Turner, Monica Thielking & Natalie Prochazka. (2022) Teacher wellbeing and social support: a phenomenological study. Educational Research 64:1, pages 77-94.
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Shabnam Kurosh, Mohammad Hossein Yousefi & Seyyed Hossein Kashef. (2020) Iranian teachers’ reflective teaching practice in relation to self-efficacy perceptions: investigating teachers’ discipline. Reflective Practice 21:3, pages 356-370.
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Articles from other publishers (13)

Marzieh Haghayeghi & Ali Moghadamzadeh. (2023) The mediating role of teacher efficacy in the association between teacher self-concept and burnout: a moderated mediation approach. Journal of Public Health.
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Mostafa Azari Noughabi, Seyed Mohammad Reza Amirian, Seyyed Mohammad Reza Adel & Gholamreza Zareian. (2023) Developing In-Service EFL Teachers’ Immunity Through Post-induction Mentoring透過職後輔導培養在職英語教師的教師免疫. English Teaching & Learning.
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Naser Yousefi, Rasool Moradi-Joz & Sanaz Eyni. (2022) Developing causal model of occupational stress for English language teachers based on ambiguity tolerance and difficulty in emotion regulation: The mediating role of marital conflict. Current Psychology.
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Ali Derakhshan, Vincent Greenier & Jalil Fathi. (2022) Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology.
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Jianhua Wang, Xi Zhang & Lawrence Jun Zhang. (2022) Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions. Frontiers in Psychology 13.
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Adela Cîndea. (2021) Stima de sine și epuizarea profesională în profesia didactică. Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 49:3, pages 6-16.
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Elham Naji Meidani, Reza Pishghadam & Golshan Shakeebaee. (2019) The role of time perspectives in Language Teachers’ Burnout. Current Psychology 40:10, pages 5145-5155.
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Jesús Izquierdo, María del Carmen Sandoval Caraveo, Verónika De la Cruz Villegas & Rubén Zapata Díaz. (2021) University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic. Íkala 26:3, pages 661-695.
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Vincent Greenier, Ali Derakhshan & Jalil Fathi. (2021) Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System 97, pages 102446.
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Radka Vaníčková. (2021) Psychology of health and mental hygiene: Psychosocial risks, consequences, and possibilities of work stress prevention. Problems and Perspectives in Management 19:1, pages 68-77.
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Rumyana Stoyanova & Stanislava Harizanova. 2021. Proceedings of the 8th International Ergonomics Conference. Proceedings of the 8th International Ergonomics Conference 197 203 .
Shabnam Kurosh Khanshan & Mohammad Hosssein Yousefi. (2020) The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers. Asian-Pacific Journal of Second and Foreign Language Education 5:1.
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Mahnaz Moayeri & Ramin Rahimiy. (2019) The Significance of Promoting Teacher Reflection: A Review Article. Latin American Journal of Content & Language Integrated Learning 12:1, pages 128-143.
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