Abstract
The profession as a teacher involves experiencing a number of challenges which naturally lead to emotional tiredness and lack of reward, technically known as burnout (Colomeischi, 2015). The goal of the present study was to investigate the relationship between burnout and critical thinking ability. To this end, a sample of 40 professors of Teaching English as a Foreign Language (TEFL) filed at a number of universities in Iran was chosen. Maslach Burnout Inventory (MBI) was employed to assess the participants' burnout level, which is specifically evaluated by measuring three subscales of emotional exhaustion, depersonalization, and personal achievement. In addition, the measures of the participants' critical thinking skills were obtained via Watson-Glaser Critical Thinking Appraisal (WGCTA). The Pearson correlation coefficient analysis indicated that emotional exhaustion and depersonalization strongly and negatively correlated with critical thinking ability. However, a strong and positive relationship was found between personal achievement and critical thinking skills.
Highlights
In any job, the people who are involved may experience plenty of distress
The data regarding each subscale of burnout and critical thinking is described in terms of the measures of central tendency and variability
Considering critical thinking, the preliminary results suggest that the mean score is about 46, indicating that, generally, the critical thinking ability of the participants is at the average level
Summary
The term emotional burnout is mostly used to describe the emotional condition of the people providing professional assistance for their customers in an emotionally rich atmosphere (Madaliyeva, Mynbayeva, Sadvakassova, & Zholdassova, 2015). This alarmingly growing problem occurs when the people can not defeat the pressure of such vocations (Kabadayi, 2015). In this regard, particular attention must be paid to the professional activity of teachers as their occupation requires special emotional tension, high mental workload, intensive concentration, and constant contact with students and colleagues all of which lead to anxiety and mental stress (Satybaldina, 2015). Burnout is likely to hamper the teacher’s critical thinking skills (Entezari & Ghafournia, 2016)
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