INTERNET PARA OS GANHOS DOS ESTUDANTES: LOCAL DE TRABALHO OU ESPAÇO DE COMUNICAÇÃO

Liana R. Khusainova; Olga G. Tavstukha; Irina V. Bukharova; Olesya V. Samsonova; Hibi K. Aliyev; Sergey A. Gerasimenko; Ludmila P. Ovchinnikova

doi:10.22481/praxisedu.v15i36.5871

Authors

Liana R. Khusainova Kazan (Volga region) Federal University - Russia http://orcid.org/0000-0002-9041-4455
Olga G. Tavstukha Orenburg State Pedagogical University - Russia http://orcid.org/0000-0003-1672-3871
Irina V. Bukharova Rostov Institute (Branch) of All-Russian State University of Justice - Russia http://orcid.org/0000-0003-1031-6423
Olesya V. Samsonova All-Russian State University of Justice - Russia http://orcid.org/0000-0001-6807-3511
Hibi K. Aliyev North-Caucasian Institute (Branch) of All-Russian State University of Justice - Russia http://orcid.org/0000-0001-9321-5550
Sergey A. Gerasimenko Orenburg State University - Russia http://orcid.org/0000-0002-3123-3136
Ludmila P. Ovchinnikova Samara State Transport University - Russia http://orcid.org/0000-0002-0953-1807

DOI:

https://doi.org/10.22481/praxisedu.v15i36.5871

Keywords:

e-business, Student youth, Internet, Social networks, Communication

Abstract

Teacher work overload can cause challenges for teachers leading to burnout in the long term if not addressed. Consequently, the present study aims at examining the sources of burnout prevention from EFL (English as a foreign Language) supervisors’ perspectives. The participants were 85 Iranian EFL supervisors whose job was observing and giving feedback to teachers about their teaching performance at various levels of language proficiencies from elementary to advanced levels. A sequential mixed method design was employed in this study. First, collection of qualitative data was performed using interviews with 30 participants in order to determine the sources of burnout prevention from supervisors’ perspectives. Next, a burnout prevention questionnaire was designed using the results of the interviews, after which it was administered to the remaining participants. The collected data were factor analyzed to identify the components of burnout prevention construct. Results of content analysis of the interview data indicated that teachers’ support from their colleagues, less stressful situation, and job satisfaction were the main sources of burnout prevention. Factor analysis showed the same sources of burnout as the main components of the burnout prevention construct. The findings of this study emphasize on the contribution of teachers’ educational and emotional support, providing constructive and healthy working place, as well as desirable income as ways for prevention of burnout in EFL teachers.

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Author Biographies

Liana R. Khusainova, Kazan (Volga region) Federal University - Russia

Administration Adviser, Kazan (Volga region) Federal University, Kazan, Russia.

Olga G. Tavstukha, Orenburg State Pedagogical University - Russia

Doctor of Education, Professor, Department of Preschool, Correctional, Additional Education and Problems of Education, Orenburg State Pedagogical University, Orenburg, Russia.

Irina V. Bukharova, Rostov Institute (Branch) of All-Russian State University of Justice - Russia

PhD in Law, Associate Professor, Department of Business Law, Civil and Arbitration Procedure, Rostov Institute (Branch) of All-Russian State University of Justice (RPA of the Ministry of Justice or Russia), Rostov on Don, Russia.

Olesya V. Samsonova, All-Russian State University of Justice - Russia

College Director, All-Russian State University of Justice (RPA of the Ministry of Justice or Russia), Moscow, Russia.

Hibi K. Aliyev, North-Caucasian Institute (Branch) of All-Russian State University of Justice - Russia

PhD in Law, Associate Professor, Department of Criminal Procedure Law, North-Caucasian Institute (Branch) of All-Russian State University of Justice (RPA of the Ministry of Justice or Russia), Makhachkala, Russia.