relationship between iranian efl teachers’ job satisfaction, job burnout, and reflective thinking: structural equation modeling

This research intended to study the potential relationship between iranian efl teachers’ job satisfaction, job burnout, and reflective thinking. onehundred and eighty-two teachers from different universities, and schools were requested to answer the the minnesota satisfaction questionnaire, maslach burnout inventory, and reflective thinking scale as the main data collection instruments. structural equation modeling was used to test the hypothesized model of relations. the results represented, there were significant internal correlations between all the latent variables and their subscales. multiple regression analysis showed that job satisfaction positively predicted reflective thinking, with job satisfaction exerting more predictive power in comparison with job burnout. furthermore, job burnout weakly predicted reflective thinking, with job burnout exerting less predictive power in comparison with job satisfaction. moreover, there was a negative correlation between job satisfaction and job burnout in which not only these two latent variables but also all their subscales were negatively related to each other. pedagogical implications of the results have been discussed.