The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels

Year 2018, Volume: 14 Issue: 4, 316 - 327, 15.12.2018

Dinçay Köksal Emrah Özdemir Gülşah Tercan Süleyman Gün Emrah Bilgin

Abstract

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The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels
This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and the relationship between their preferences and their experience levels were significant.
Information about Author(s)*
Author 1
Author (Last name, First name)	Köksal, Dinçay
Affiliated institution (University)	Çanakkale Onsekiz Mart University
Country	Turkey
Email address	[e-mail]
Department & Rank	Faculty of Education, Prof. Dr.
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Özdemir, Emrah
Affiliated institution (University)	Balıkesir University
Country	Turkey
Email address	[e-mail]
Department & Rank	School of Foreign Languages, Instructor
Corresponding author (Yes/No)	No
Author 3
Author (Last name, First name)	Tercan, Gülşah
Affiliated institution (University)	Pamukkale University
Country	Turkey
Email address	[e-mail]
Department & Rank	School of Foreign Languages, Instructor
Corresponding author (Yes/No)	No
Author 4
Author (Last name, First name)	Gün, Süleyman
Affiliated institution (University)	Mehmet Akif Ersoy University
Country	Turkey
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No)

Keywords

Written corrective feedback, teacher burnout

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