An Investigation on the Correlation of Iranian English Teachers’ Accountability with Their Level of Reflection and Burnout

Abstract

Finding the extent of the correlation of Iranian English teachers’ accountability with their reflective teaching and BO was the ultimate intention of conducing this research. In order to attain this purpose, a hundred twenty male and female English teachers took part in the current study on the basis of a convenience sampling. The participants had an age range between 25 to 44 and their experience in teaching English was at least 2 years. There were three instruments used in this research including three questionnaires as job accountability, teachers’ reflection questionnaire, and teacher’s BO questionnaires. Pearson-product moment and linear regression were applied to analyze the collected data through SPSS software version 24. The results illustrated that there was a positive significant correlation between teachers’ accountability and their reflective teaching. In addition, the results revealed a negative significant correlation between teachers’ accountability and their BO. This study also involved a number of practical and effective implications on accountability, reflective teaching and BO for language teachers and syllabus designers.