Mah Azadianbojnordi; Saeed Bakhtiarpour; Mahsa Hatami; Ghasem Sadimajd; Ali Khelghati; Sakineh Bakhtiarpour; Maryam Bakhtiarpour; Zahra Bakhtiarpour; Maryam Bakhtiari
Volume 15, Issue 55 , January 2022, , Pages 143-152
Abstract
The purpose of this study was to investigate the relationship between teachers’attitudes toward change and job burnout in the Covid-19 pandemic with the mediating role of virtual education ac ceptance. The research method was descriptive-correlation and in particular modeling of structural equations. ...
Read More
The purpose of this study was to investigate the relationship between teachers’attitudes toward change and job burnout in the Covid-19 pandemic with the mediating role of virtual education ac ceptance. The research method was descriptive-correlation and in particular modeling of structural equations. From the statistical population of teachers in Khuzestan and Ilam provinces in the academic year 2021-2022, 353 people were selected by cluster random sampling. The research instruments were the Dunham et al, standard questionnaire of attitude towards change, 1989; Hosseini et al.e admission e-learning questionnaire, 2014; Maslach & Jackson job burnout questionnaire, 1997. The results showed a significant direct relationship between teachers’attitudes toward change and virtual education acceptance(p<0.01), a direct relationship between virtual education acceptance and burnout was significant(p<0.01), but the direct relationship between attitudes toward change and burnout was not statistically significant (P >0.05). There was a significant indirect relationship between attitudes toward change and burnout through e-learning(p<0.01). Therefore, it can be said that a positive attitude towards change, by affecting the acceptance rate of e-learning in teachers, indirectly predicts burnout in the period of the covid-19 pandemic.