چكيده فارسي :
The present study aimed to investigate the relationship between nonverbal immediacy and burnout in Iranian EFL context. To this end, 128 female EFL teachers were administered teacher background questionnaire, Teacher Burnout Scale (2001), and Nonverbal Immediacy Scale-Self Report (2003). In addition, 34 of the participants were interviewed in order to explore the relationship between the two variables in more detail. Statistical analyses were carried out using SPSS software. Cronbach s alpha coefficient for Burnout Scale was .86 and for Nonverbal Immediacy Scale was .88, which means the scales had high degrees of reliability for the purpose of this study. Preliminary analyses were performed to ensure the assumptions of normality and linearity. Results of Pearson product-moment correlation showed a significant negative correlation between the two variables (p ≤ .01, r = - .67). Moreover, results of linear regression analysis indicated that teachers’ nonverbal immediacy could be a negative predictor of their burnout. Furthermore, results of content analysis of the data gathered through semi-structured interviews showed that being nonverbally immediate could help teachers prevent burnout. Findings of the qualitative phase were in agreement with those of the quantitative phase. Consequently, higher levels of nonverbal immediacy are associated with lower levels of burnout. This study has implications for EFL teachers.
