EFL teachers’ teaching style, creativity, and burnout: A path analysis approach

Afsaneh Ghanizadeh,Safoura Jahedizadeh,Mark Boylan

doi:10.1080/2331186x.2016.1151997

Afsaneh Ghanizadeh, Safoura Jahedizadeh + Show 1 more

Open Access

https://doi.org/10.1080/2331186x.2016.1151997

Copy DOI

Abstract

AbstractThe present study delved into a rarely explored construct in the domain of English as a foreign language (EFL), i.e. teaching style. We hypothesized that teacher creativity plays a role in the styles teachers adopt in language institutes. It was also conjectured that teaching style affects burnout. The role of burnout in teacher creativity was also investigated. To measure teaching style, Grasha’s Teaching Style Inventory comprising five teaching styles (Expert, Authority, Model, Facilitator, and Delegator) on a continuum of teacher vs. learner-oriented styles was employed. The educator version of the Maslach Burnout Inventory (MBI-ES) and the English Language Teacher Creativity Scale (ELT-CS) were utilized to gauge burnout and creativity, respectively. To examine these causal associations, a path analysis was run. The results demonstrated the role of teachers’ creativity in their preferred teaching style. In particular, it was found that teacher creativity predicts Facilitator and Delegator posit...

Highlights

Individuals all have preferences or styles for doing things
It can be contended that teaching style refers to all of teaching techniques and activities and approaches that a teacher employs in teaching a certain subject in the classroom or “the sum total of instructional activities, techniques, and approaches that a teacher feels most comfortable using when he or she is in front of a class” (Cooper, 2001, p. 301)
Due to the dearth of study on teacher creativity, we investigated the role of English as a foreign language (EFL) teachers’ creative skills and their role in the styles teachers adopt in their teaching practices

Summary

Introduction

Individuals all have preferences or styles for doing things. Styles influence the person as an individual and differentiate him/her from someone else. One of the most widely known applications of styles pertains to the domain of education. In the realm of teachers, it is known as the teaching style and is defined as teacher’s preferred way of solving problems, carrying out tasks, and making decisions in the process of teaching (Fan & Ye, 2007). For Grasha (2002), teaching styles are enduring personal qualities and behaviors that determine how teachers conduct their classes. Artvinli (2010) contended that teaching styles are the leading factors that shape and assure the success of a highly complex teaching-learning process. It can be contended that teaching style refers to all of teaching techniques and activities and approaches that a teacher employs in teaching a certain subject in the classroom or “the sum total of instructional activities, techniques, and approaches that a teacher feels most comfortable using when he or she is in front of a class” (Cooper, 2001, p. 301)

Objectives

Methods

Results

Discussion

Conclusion