The study ofsecond language learning has been the subject of considerable exploration formany years.
The majority of modern academic developments attempts engaged in applicationof novel or interchangeable instructional practices. In some cases, this needs justsurface modifications in the classroom activities of teachers, but in others itmight mean the use of a total modern curriculum or a different practical approach.Since the decision about whether or not to examine these suggested practices isgenerally a conscious one made by educators (except, of course, in those exampleswhere implementation is obligatory), it is vital to figure out what factors affectthat decision. In a relevant area ofresearch on teachers, investigations have indicated that those who are unusuallyinfluential in having their students learn well share a number of common ideasand perspectives. Such educators, for instance, usually have a strong sense ofteacher efficacy. That is, they strongly believe they can help nearlyall students learn, even those who may be difficult or unmotivated (Berman& McLaughlin, 1977). These highly effective teachers also like to be verypositive in their feelings about teaching and are generally own a highlevel of confidence about their teaching abilities and talents (Brandt, 1986).
Another important factor in teaching is a profession characterizedby high levels of burnout and emotional boredom (Hakanen et al., 2006; Maslachet al., 2001). Due to the segregatedculture, teachers might become disappointed, exhausted and depleted as theyprivately struggle with their stress (Fullan, 2001; Dussault & Deaudelin, 1999).
Furthermore, teachers often feel drained intellectually and emotionally whenthey cope with student misbehaviors (Chang & Davis, 2009). To successfullyconnect with their students and aid students connect with the subject matter,teachers require a different range of intellectual and emotional resources onwhich they can draw (Woolfolk Hoy & Davis, 2005).1.1 Statement of the ProblemThe recent decadesseems to be known as the years of stress and tension. Studies appeared thesetwo traits as the most challenging and effective factors in human’s life, forall settings and work places. It is assumed that if people do not feel nervousfor a few days or weeks; they suffer from a chronic stress condition resultingin disappointment and fatigue. They come across not only with emotional butalso with physical problems.
This condition has been called burnout bypsychologists. Around one quarter of novice teachers of the United States donot tend to carry on their job after three years and by the fifth year thisincreases to 40% (Milner Hoy, 2003). Self-efficacy is known as an another effective factor in any occupationand life achievement, and defined as people beliefs about their own abilitiesto think, plan, monitor, arrange, and perform activities required ineducational contexts (Bandura, 1997, 2006).Theemotional requirements, labor, and work needed for a teacher are noteworthy in comparisonwith other occupations. Despite burnout symptoms among teachers have beenstudied for decades, few scholars have tested teacher burnout through the lensof emotion regulation and the antecedent evaluations.
