Journal on Efficiency and Responsibility in Education and Science

164-173

Authors: Ibrahim Safari

A teacher plays an important role in the development of the students’ potential and helps to form their future. This research intends to study the degree of burnout and job satisfaction in English as a foreign language (EFL) teachers of universities and Schools in Iran, as well as their association with demographic characteristics. To measure teachers’ burnout, Maslach Burnout Inventory questionnaire was applied, which has also been validated by experienced teachers for the Iranian population and the Employee Satisfaction Inventory questionnaire, prepared for the Iranian population, was applied to estimate job satisfaction. Questionnaires were answered completely by 159 teachers, who work at universities and schools in Iran. After data analysis, the findings showed a negative correlation between teachers’ burnout and their job satisfaction; their experience relatively moderate burnout levels, and their job satisfaction level is high. The findings also represented that the type of workplace influences satisfaction regarding the factor “job conditions”. The study was for the first time that Iranian EFL teachers’ burnout and job satisfaction in universities and schools were investigated and the findings showed that by increasing the level of job satisfaction, the perceived burnout decreases, where burnout and job satisfaction presented medium to high negative correlation.

189-203

Authors: Stefanie A. Hillen

School development is often seen as a concerted (re-)action to educational policies, curriculum development, and change in education laws or regulations, and sometimes, as stakeholders’ reactions to low school performance. Generally, school development incorporates organizational, managerial, and educational activities and measures. This is done to adapt to the new situation to achieve the desired changes and goals initiated by a given curriculum reform. In contrast, this paper focuses on school staff–driven development: It describes how teachers together with paraprofessionals contribute to school-development. Using collective responsibility creating working methods of communication, the enactment of staff’s self-chosen measures will be possible. This school staff–driven school development approach makes use of the Dialogue Café and the reflection cycle. The combined use of these working methods is seen as appropriate support for school staff–centered development of the School-In project based on the idea of collective responsibility. The paper presents by the application of a qualitative content and visualization analysis, how the communicative action according to Habermas took place. This is the process from the individual participant’s ideas, through individual and group reflections to finally formulated measures that result in the school’s staff joint actions.