The Intersection of Burnout and Identity in Novice Private School English Teachers

Gökçe Nur Türkmen

doi:https://doi.org/10.29329/ijer.2023.595.1

Original article | International Journal of Educational Researchers 2023, Vol. 14(3) 1-13

The Intersection of Burnout and Identity in Novice Private School English Teachers

Gökçe Nur Türkmen

pp. 1 - 13 | DOI: https://doi.org/10.29329/ijer.2023.595.1 | Manu. Number: MANU-2307-06-0008.R1

Published online: September 30, 2023 | Number of Views: 77 | Number of Download: 471

Save PDF

Abstract

Novice English language educators at private schools confront a variety of issues in constructing their identities and coping with burnout, both of which can have an impact on their teaching methods and professional growth. Teaching is a very demanding profession, and it is common for instructors to experience severe stress, culture shock and burnout, especially in their early years. The purpose of this research is to investigate the causes of burnout among novice English language instructors in private schools, as well as how they negotiate and manage their teacher identity in the face of burnout. Semi-structured interviews and reflective diaries will be used as primary data collection methods in a qualitative research design based on interpretive phenomenological analysis. This study includes a sample of beginner English language instructors with fewer than three years of experience teaching in private schools. The collected data will be thematically examined to find patterns, themes, and meanings connected to burnout and teacher identity. The findings will add to the current literature on novice teacher burnout and teacher identity, as well as strategies for supporting and retaining novice English language instructors in private schools.

Keywords: burnout, teacher identity, private school, novice English teachers

How to Cite this Article?

APA 6th edition
Turkmen, G.N. (2023). The Intersection of Burnout and Identity in Novice Private School English Teachers . International Journal of Educational Researchers, 14(3), 1-13. doi: 10.29329/ijer.2023.595.1

Harvard
Turkmen, G. (2023). The Intersection of Burnout and Identity in Novice Private School English Teachers . International Journal of Educational Researchers, 14(3), pp. 1-13.

Chicago 16th edition
Turkmen, Gokce Nur (2023). "The Intersection of Burnout and Identity in Novice Private School English Teachers ". International Journal of Educational Researchers 14 (3):1-13. doi:10.29329/ijer.2023.595.1.

References

Altan, M. Z. (1998). A call for change and pedagogy: a critical analysis of teacher education in Turkey. European Journal of Education, 33(4), 407-417. [Google Scholar]
Ball, S. J. (2003). The Teacher’s Soul and the Terror of Performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065 [Google Scholar] [Crossref]
Banegas, D. L., Pinner, R. S., & Larrondo, I. D. (2022). Funds of professional identity in language teacher education: A longitudinal study on student-teachers. TESOL Quarterly, 56(2), 445-473. https://doi.org/10.1002/tesq.3060 [Google Scholar] [Crossref]
Biesta, G. J. J. (2015). How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education. In R. Heilbronn & L. Foreman-Peck (Eds), Philosophical perspectives on the future of teacher education (pp. 3-22). Wiley Blackwell. [Google Scholar]
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325 [Google Scholar] [Crossref]
Biggerstaff, D., & Thompson, A. R. (2008). Interpretative phenomenological analysis (IPA): A qualitative methodology of choice in healthcare research. Qualitative research in psychology, 5(3), 214-224. [Google Scholar]
Connolly, M., & Hughes-Stanton, J. (2020). The professional role and identity of teachers in the private and state education sectors. British Journal of Sociology of Education, 41(5), 717–732. https://doi.org/10.1080/01425692.2020.1764333 [Google Scholar] [Crossref]
Connolly, M., Hadfield, M., Barnes, Y., & Snook, J. (2018a). The accommodation of contested identities: The impact of participation in a practice-based master’s programme on beginning teachers’ professional identity and sense of agency. Teaching and Teacher Education, 71, 241–250. https://doi.org/10.1016/j.tate.2018.01.010 [Google Scholar] [Crossref]
Connolly, M., Milton, E., Davies, A. J., & Barrance, R. (2018b). Turning Heads: The Impact of Political Reform on the Professional Role, Identity and Recruitment of Head Teachers in Wales. British Educational Research Journal, 44(4), 608–625. https://doi.org/10.1002/berj.3450 [Google Scholar] [Crossref]
Güneş, Ç., & Uysal, H. H. (2019). The relationship between teacher burnout and organizational socialization among English language teachers. Journal of Language and Linguistic Studies, 15(1), 339-361. [Google Scholar]
Hefferon, K., & Gil-Rodriguez, E. (2011). Interpretative phenomenological analysis. The Psychologist, 24(10), 756-759. [Google Scholar]
Jersild, T. (1955). When teachers face themselves. Teachers College Press. https://archive.org/details/whenteachersface0000jers [Google Scholar]
Kokkinos, C. M. (2016). Job stressors, personality, and burnout in primary school teachers. British Journal of Educational Psychology, 86(1), 24-44. [Google Scholar]
Nazari, M., Seyri, H., & Karimpour, S. (2023). Novice language teacher emotion labour and identity construction: A community of practice perspective. Teaching and Teacher Education, 127, 104-110. https://doi.org/10.1016/j.tate.2023.104110 [Google Scholar] [Crossref]
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47, 5-23. https://doi.org/10.1177/0033688216631219. [Google Scholar] [Crossref]
Pravita, A. R, Kuswandono, P. (2021). Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(1), 429–442. https://doi.org/10.24256/ideas.v9i1.1865 [Google Scholar] [Crossref]
Schutz, P. A., Hong, J., & Francis, D. C. (Eds.). (2018). Research on Teacher Identity: Mapping Challenges and Innovations. Springer Publishing. [Google Scholar]
Stahl, N. A., & King, J. R. (2020). Expanding Approaches for Research: Understanding and Using Trustworthiness in Qualitative Research. Journal of Developmental Education, 44(1), 35-37. [Google Scholar]
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups, International Journal for Quality in Health Care, 19(6), 349–357, https://doi.org/10.1093/intqhc/mzm042 [Google Scholar] [Crossref]
Variyan, G. (2019). Missionaries or Mercenaries? How Teachers in Elite Private Schools Embrace Privilege. British Journal of Sociology of Education, 40(8), 1204–1218. https://doi.org/10.1080/01425692. 2019.1659753 [Google Scholar] [Crossref]

Volume 14 Issue 3

September 2023

All Articles