Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

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dc.contributor.authorSato, Masatoshi
dc.contributor.authorFernández Castillo, Francisca
dc.contributor.authorOyanedel, Juan Carlos
dc.date.accessioned2022-09-20T16:54:13Z
dc.date.available2022-09-20T16:54:13Z
dc.date.issued2022-04
dc.descriptionIndexación: Scopuses
dc.description.abstractThis study examined the relationships between teacher motivation (TM) and perceived burnout of English-as-a-foreign-language (EFL) teachers in Chile. A particular focus was given to demotivators and their impact on TM and burnout. The impact of COVID-19 was considered. Given that EFL teachers tend to be second language (L2) learners of English themselves, the study also investigated how TM and L2 motivation interact with each other. The participants were 154 school-level teachers with a range of backgrounds (teaching experience, geographic areas, and school sectors). In the questionnaire, four scales were included: (a) autonomous motivation for teaching; (b) demotivators; (c) perceived burnout; and (d) L2 motivation. Fifteen teachers were interviewed in order to triangulate the survey results. Structural equation modeling showed that TM negatively predicted perceived burnout, suggesting that it can counter teachers’ emotional exhaustion and their perceived lack of personal accomplishment. Demotivators predicted TM positively, albeit weakly. L2 motivation was found to be only weakly related to TM. Qualitative findings indicated that teaching experience mediated the role that demotivators played in relation to TM. Experienced teachers, especially those who held intrinsic motivation to teach, channeled the impact of demotivators, including those relating to the pandemic, to a positive motivational force to teach. The study implies the importance of considering teachers as agents and devising an educational system in which their mental health is prioritized. Copyright © 2022 Sato, Fernández Castillo and Oyanedel.es
dc.description.urihttps://www.frontiersin.org/articles/10.3389/fpsyg.2022.891452/full
dc.identifier.citationFrontiers in Psychology Volume 1327 April 2022 Article number 891452es
dc.identifier.doi10.3389/fpsyg.2022.891452
dc.identifier.issn1664-1078
dc.identifier.urihttps://repositorio.unab.cl/xmlui/handle/ria/23895
dc.language.isoenes
dc.publisherFrontiers Media S.A.es
dc.rights.licenseAtribución 4.0 Internacional (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subjectBurnoutes
dc.subjectCOVID-19es
dc.subjectMixed methods researches
dc.subjectNon-native-speaking teacherses
dc.subjectSecond language motivationes
dc.subjectSelf-determination theoryes
dc.subjectTeacher motivationes
dc.titleTeacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?es
dc.typeArtículoes
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