2024 : 4 : 23
Hamid Reza Dowlatabadi

Hamid Reza Dowlatabadi

Academic rank: Assistant Professor
ORCID: https://orcid.org/0000-0002-7763-6678
Education: PhD.
ScopusId: 57188754727
Faculty: Literature and Languages
Address: Arak University
Phone:

Research

Title
بررسی عوامل فردی و محیطی سازنده و بازدارنده در تاب اوری روزانه معلمان زبان انگلیسی در ایران و استراتژی های مورد استفاده توسط معلمان در افزایش تاب اوری انها
Type
Thesis
Keywords
EFL Teachers, Teachers’ Resilience, Grounded Theory Approach, Confirmatory Factor Analysis, Structural Equation Modeling
Year
2021
Researchers Rozhin Ghaslani(Student)، Houshang Yazdani ghareaghaj(PrimaryAdvisor)، Mousa Ahmadian(Advisor)، Hamid Reza Dowlatabadi(Advisor)

Abstract

To deal with the harmful consequences of teachers’ stress and their burnout, there has been an increasing call for developing resilience in teacher preparation programs. Despite the importance of teachers’ resilience, it seems that insufficient studies have been done to investigate the factors affecting IranianEFL teachers’ resilience and strategies that make them immune to the difficulties and challenges which might lead to their burnout. To fill in the gap, an exploratory mixed method study was carried out. The data of the study were gathered from Iranian EFL teachers during two-phase: the first phase was a qualitative study on 36 Iranian EFL teachers from Kurdistan province, who showed low and high scores on Multidimensional Teachers’ Resilience Scale (MTRS). A series of semi-structured, one-on-one interviews were conducted. To make sure of the validity of the data, other data collection tools including journal keeping and classroom observation was also applied. Data analysis, guided by grounded theory approach using three steps of coding analysis, resulted in a multi-dimensional approach for teachers` resilience involving interrelated aspects of personal, professional, organizational, social, and economic dimensions. In the second part of the study, a questionnaire was developed based on different categories identified in the qualitative phase of the study. Moreover, based on the results of the qualitative phase of the study, a conceptual model was designed resulted in fifteen hypotheses. Finally, with the participation of 323 EFL teachers from Kurdistan province, the developed questionnaire was administered and analyzed. Confirmatory factor analysis and structural equation model were applied to evaluate the validity of the questionnaire and to understand the relationships between endogenous and exogenous variables. The findings of qualitative phase of the study showed 11 main categories and 29 categories in the form of a paradigm model including: causal conditi