نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار، گروه آموزشی روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران.
2 کارشناسی ارشد مدیریت آموزشی، واحد بهبهان، دانشگاه آزاد اسلامی، بهبهان، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to evaluate the structural model of teachers’ digital burnout based on teachers’ competencies in online teaching and teacher self-efficacy, with the mediating role of cognitive emotion regulation. This descriptive correlational study employed path analysis. The statistical population comprised all elementary school teachers in Behbahan, Iran, in 2026, from which 300 participants were selected through cluster sampling. Participants completed the Teacher Digital Burnout Questionnaire (Arten & Ozdemir, 2020), the Teachers’ Competencies in Online Teaching Questionnaire (Bigatel et al., 2012), the Teacher Self-Efficacy Questionnaire (Tschannen-Moran et al., 2001), and the Cognitive Emotion Regulation Questionnaire (Gross & John, 2003). Data were analyzed using Pearson correlation and path analysis via SPSS v24 and AMOS v24. Results indicated that teachers’ competencies in online teaching (β = -0.567), teacher self-efficacy (β = -0.203), and cognitive emotion regulation (β = -0.089) had significant, negative, and direct effects on teachers’ digital burnout. Additionally, teachers’ competencies in online teaching (β = -0.041) and teacher self-efficacy (β = -0.016) exerted significant, negative, and indirect effects on digital burnout through cognitive emotion regulation. Overall, the model of teachers’ digital burnout, based on teachers’ competencies in online teaching and teacher self-efficacy with the mediating role of cognitive emotion regulation, demonstrated satisfactory fit indices. Consequently, applying this model may assist teachers, school administrators, and educational specialists in mitigating teachers’ digital burnout.
کلیدواژهها [English]
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