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Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis

  • Soheila Soleimanzadeh , Gholam Hassan Khajavy ORCID logo EMAIL logo and Elyas Barabadi ORCID logo
Published/Copyright: January 30, 2023
Applied Linguistics Review
From the journal Applied Linguistics Review Volume 15 Issue 5

Abstract

As teaching a foreign language (FL) is a demanding and frustrating career, FL teachers might face different challenges and difficulties which in turn would lead them to quit their jobs. Therefore, FL teachers need to keep their effort, energy, and passion to achieve their teaching goals. FL teacher grit (i.e., perseverance of effort and consistency of interest in FL teaching) is the concept that deals with these issues. In this study, we developed a new FL teacher grit scale (FLTGS) and investigated how FL teacher grit is related to their burnout and different discrete emotions. To this end, a total of 235 FL teachers filled out the questionnaires. The results of the study indicated, firstly, that the newly developed FL teacher grit scale had high reliability and a two-factor model fitted the data adequately. Secondly, findings indicated that both grit components had positive correlations with FL teaching enjoyment and negative correlations with FL teaching anxiety, boredom, and burnout. Finally, the results of relative weight analysis showed that FL teacher grit components can be as important as emotions in predicting burnout. Our findings suggested that the newly developed grit scale could provide us with a valid and reliable tool to assess FL teacher grit. Moreover, our findings suggested that higher levels of FL teacher grit can prevent them from experiencing burnout.

Keywords: burnout; emotions; FL teacher grit; relative weight analysis
Corresponding author: Gholam Hassan Khajavy, Department of Foreign Languages, University of Bojnord, 4th km Road to Esfarayen, 9453155111, Bojnord, North Khorasan, Iran, E-mail:

Acknowledgements

Authors would like to thank Prof. Li Wei and the anonymous reviewers for their insightful comments on the earlier drafts of the paper. We are also grateful to Dr. Luke Plonsky and Dr. Atsushi Mizumoto for answering our questions regarding relative weight analysis.

  1. Conflict of interest statement: We have no known conflicts of interest to disclose.

  2. Research funding: We did not receive any funding for conducting this research.

  3. Ethical approval: All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

  4. Data availability: Raw data are available upon request from the corresponding author.

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Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/applirev-2022-0076).

Received: 2022-06-18
Accepted: 2023-01-13
Published Online: 2023-01-30
Published in Print: 2024-09-25

© 2023 Walter de Gruyter GmbH, Berlin/Boston

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https://doi.org/10.1515/applirev-2022-0076
Keywords for this article
burnout; emotions; FL teacher grit; relative weight analysis

Articles in the same Issue

  1. Frontmatter
  2. Special Issue: The Yellow Peril or the Model Minority? Racialized identities and discourses of Asian Americans and Asian Canadians; Guest Editor: Christian Chun
  3. Research Articles
  4. Paradoxes of the Canadian mosaic: “being, feeling and doing Canadian”
  5. The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse
  6. Life and work between home and “homeland”: a narrative inquiry of transnational Chinese adoptees’ identity negotiations across time and space
  7. I ain’t your f*cking Model Minority! Indexical orders of ‘Asianness’, class, and heteronormative masculinity
  8. Special Issue: Assessment and Creativity through a Translingual Lens; Guest Editors: Lavinia Hirsu, Marta Nitecka Barche and Dobrochna Futro
  9. Editorials
  10. Assessment and creativity through a translingual lens: introduction
  11. Assessment and creativity through a translingual lens: transdisciplinary insights
  12. Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom
  13. Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education
  14. Integrating translanguaging into assessment: students’ responses and perceptions
  15. Research Articles
  16. Investigation of factors underlying foreign language classroom anxiety in Chinese university English majors
  17. Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context
  18. Primary-concern solicitation in Chinese medical encounters
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  20. Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism
  21. Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective
  22. Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis
  23. Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination
  24. The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel
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  27. Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study
  28. The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources
  29. A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
  30. “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher
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