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簡介：PROCEDIAECONOMICSANDFINANCE312015161–169AVAILABLEONLINEATWWWSCIENCEDIRECTCOM22125671?2015THEAUTHORSPUBLISHEDBYELSEVIERBVTHISISANOPENACCESSARTICLEUNDERTHECCBYNCNDLICENSEHTTP//CREATIVECOMMONSORG/LICENSES/BYNCND/40/PEERREVIEWUNDERRESPONSIBILITYOFUNIVERSITITEKNOLOGIMARAJOHORDOI101016/S2212567115011430SCIENCEDIRECTINTERNATIONALACCOUNTINGANDBUSINESSCONFERENCE2015,IABC2015INFLUENCEOFLEADERSHIPSTYLESINCREATINGQUALITYWORKCULTURENORLINAMALIA,ROHANIJANGGAA,MAZLINAISMAILA,SITINUURILAMATKAMALA,ANDMOHAMMADNAZRIALIBAFACULTYOFBUSINESSANDMANAGEMENT,UNIVERSITITEKNOLOGIMARAJOHOR5FACULTYOFCOMPUTERSANDMATHEMATICALSCIENCES,UNIVERSITITEKNOLOGIMARAJOHORABSTRACTFORMANYYEARSCULTUREHASBEENCLAIMEDASANIMPORTANTELEMENTOFORGANIZATIONALSUCCESSFULINTHEBUSINESSWORLDORGANIZATIONSTAKEVERYDIFFERENTAPPROACHESTOBUILDQUALITYWORKCULTUREFORSOMEORGANIZATIONS,QUALITYWORKCULTUREHASNEVERMATTEREDMOSTBUTINSOMEORGANIZATIONS,QUALITYWORKCULTUREISCRUCIALTOENSURETHEEMPLOYEESSERVEDABETTERSERVICETOTHECUSTOMERSTHEPURPOSEOFTHISSTUDYISTOIDENTIFYWHICHLEADERSHIPSTYLECREATESQUALITYWORKCULTUREATFINANCIALINSTITUTIONDATACOLLECTEDTHROUGHSURVEYANDDIRECTINTERVIEWSWITHSEVERALEXECUTIVESINORDERTOGAINACCURATEINFORMATIONTHERESPONDENTSWERECHOSENAMONGEMPLOYEESFROMFIRSTLINEMANAGERSUPTOTOPMANAGEMENTBASSANDAVOLIOS1995,MULTIFACTORLEADERSHIPQUESTIONNAIREMLQFORM5XWASUSEDTOMEASURELEADERSHIPSTYLESANDQUESTIONSONQUALITYWORKCULTUREADOPTEDFROMGERIMCKEOWNINADDITION,IFEMATRIXWASAPPLIEDTODETERMINECURRENTWORKCULTUREINTHEFINANCIALINSTITUTIONSFINDINGSREVEALEDTHATTRANSACTIONALLEADERSHIPHADGREATESTINFLUENCETOWARDSQUALITYWORKCULTUREASTRONGQUALITYWORKCULTUREMAYDUETONUMBEROFYEARSTHEFINANCIALINSTITUTIONSEXISTEDINTHEINDUSTRYTHISSTATEMENTWASSUPPORTEDBYASTRONGCORRELATIONBETWEENQUALITYWORKCULTUREANDLEADERSHIPSTYLESTHESTRONGSIGNIFICANTRELATIONSHIPBETWEENLEADERSHIPSTYLEANDQUALITYWORKCULTURECLEARLYSHOWSTHATTRANSACTIONALLEADERSHIPSTYLEPOSSESSEDBYMAJORITYOFLEADERSINFLUENCETHELEVELOFQUALITYWORKCULTURETHEPAPERISHOPEDTOCONTRIBUTETOWARDSIMPROVINGTHEQUALITYWORKCULTUREBYIDENTIFYINGTHEPROMINENTLEADERSHIPSTYLEPRACTICEDBYFINANCIALINSTITUTIONS?2015THEAUTHORSPUBLISHEDBYELSEVIERBVPEERREVIEWUNDERRESPONSIBILITYOFUNIVERSITITEKNOLOGIMARAJOHORKEYWORDSLEADERSHIP,LEADERSHIPSTYLES,QUALITYWORKCULTURE1INTRODUCTIONFORMANYYEARS,CULTUREHASBEENCLAIMEDASANIMPORTANTELEMENTOFORGANIZATIONALSUCCESSFULINTHEBUSINESSCORRESPONDINGAUTHORTEL6079352000?2015THEAUTHORSPUBLISHEDBYELSEVIERBVTHISISANOPENACCESSARTICLEUNDERTHECCBYNCNDLICENSEHTTP//CREATIVECOMMONSORG/LICENSES/BYNCND/40/PEERREVIEWUNDERRESPONSIBILITYOFUNIVERSITITEKNOLOGIMARAJOHOR163NORLINAMALIETAL/PROCEDIAECONOMICSANDFINANCE312015161–169THEIREFFECTIVENESSTHEYALSOSTRESSEDTHATTOBEEFFECTIVE,ANORGANIZATIONMUSTHAVECLEARANDSTRONGOBJECTIVES,HAVEHIGHSTANDARDSOFEXCELLENCE,HAVEAWORKCULTURETHATSUPPORTSEMPLOYEES,UTILIZETEAMWORK,HAVETECHNICALTRAININGPROVIDEDTHROUGHONTHEJOBTRAINING,ANDHAVEEFFECTIVELEADERSHIPITISCLEARLYSTATEDTHATANEFFECTIVEORGANIZATIONMUSTHAVEAWORKCULTURETHATSUPPORTSITSEMPLOYEESCLEAROBJECTIVESINTERMOFMISSIONANDVISIONWILLLEADTHEORGANIZATIONINABETTERWAYTOSUCCESSINFUTURE22LEADERSHIPSTYLESPREVIOUSLEADERSHIPTHEORIESANDPRACTICESAREFOCUSINGONWHATLEADERSDO,ANDHOWTHEYDOIT,TOWHATLEADERSHIPISFORTHECONCEPTOFLEADERSHIPHASBEENMISUNDERSTOODBYSEVERALPARTIESSOMEPEOPLEHAVEATHOUGHTTHATLEADERSHIPISABOUTTHEFIRSTORTHEMOSTPOWERFULMCNAMARA2008IDENTIFIEDLEADERASSOMEONEWHOSETSDIRECTIONINANEFFORTANDINFLUENCESPEOPLETOFOLLOWSUCHDIRECTIONSCHEMERS2002HASDIFFERENTVIEWABOUTTHEDEFINITIONOFLEADERSHIPTHEMEANINGOFLEADERSHIPISGIVENASTHEPROCESSOFSOCIALINFLUENCEINWHICHONEPERSONCANINFLICTTHEAIDSUPPORTOFOTHERSINTHEACCOMPLISHMENTOFACOMMONTASKCRAWFORDTRANSACTIONALANDTRANSFORMATIONALLEADERSHIPSTYLEACCORDINGTOSTUDYCONDUCTEDBYSEVERALRESEARCHERSBASSANDPODSAKOFFETAL,1982,TRANSACTIONALLEADERSHIPMEANSTHATTHEFOLLOWERSAGREEWITH,ACCEPT,ORCOMPLYWITHTHELEADERINEXCHANGEFORPRAISE,REWARDS,ANDRESOURCESORINORDERTOAVOIDDISCIPLINARYACTIONREWARDSANDRECOGNITIONAREPROVIDEDCONTINGENTUPONFOLLOWERSSUCCESSFULLYCARRYINGOUTTHEIRROLESANDASSIGNMENTSACHUADVIRETAL,2002TRANSFORMATIONALLEADERSINSPIREFOLLOWERSTOEXERTEFFORTBEYOND

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簡介：2350英文單詞，英文單詞，13000英文字符，中文英文字符，中文3900字文獻(xiàn)出處文獻(xiàn)出處Kü?üKO?LUHWAYSTOCOPEWITHTEACHERBURNOUTFACTORSINELTCLASSROOMSJPROCEDIASOCIALANDBEHAVIORALSCIENCES,2014,11627412746WAYSTOCOPEWITHTEACHERBURNOUTFACTORSINELTCLASSROOMSHüLYAKü?üKO?LUABSTRACTASARESULTOFWORKINGINASTRESSFULWORKINGENVIRONMENT,PEOPLECOMMONLYFACE“BURNOUT”BURNOUTREFERSTONEGATIVECONSEQUENCESASSOCIATEDWITHCHRONICJOBSTRESSANDITLIKELYOCCURSINANYONEWHOWORKSWITHPEOPLEINSOMECAPACITYHENCE,ITWOULDBEFAIRTOSAYTHATBURNOUTISNOTAPHENOMENONASSOCIATEDEXCLUSIVELYWITHANYPARTICULARHUMANSERVICEPOPULATIONBUCK2006ASTHEYDEALWITHTEACHINGTOSTUDENTSANDORGANIZINGARELATIONSHIPWITHTHEADMINISTRATIONANDMANYOTHERISSUESALLOFWHICHARERELATEDTOHUMANSERVICEANDRELATION,TEACHERSPRESENTONEOFTHETOP5MOSTSTRESSFULCAREERSINTHEWORLDCOOMBE2008ASARESULTOFTHESTRESSFULWORKTHEYDO,TEACHERSCOMMONLYFACE“BURNOUT”TEACHERBURNOUTISANISSUETOBETAKENINTOCONSIDERATIONASITAFFECTSLEARNERSASWELLASTEACHERSINORDERTOOBTAINAMORESTRESSFREEENVIRONMENTANDSAVEBOTHTHELEARNERSANDTHETEACHERSFROMPSYCHOLOGICALANDPHYSICALEFFECTSOFBURNOUT,THEISSUEOFBURNOUTISGOINGTOBESTUDIEDINTHISPAPERTHISSTUDYAIMSTOGIVETHEDEFINITION,HISTORICALBACKGROUNDANDTHESOURCESOFBURNOUTASWELLASTHEHARMSOFBURNOUTPERIODONELTTEACHERSANDWAYSTOAVOIDFROMTEACHERBURNOUTKEYWORDSBURNOUT,ELTCLASSROOMS,JOBSATISFACTION1INTRODUCTIONINRECENTYEARS,INCREASINGATTENTIONHASBEENPAIDTOTHEPHENOMENONOFBURNOUT,PARTICULARLYINPROFESSIONSRELATEDTOHUMANSERVICESWHENPEOPLEAREEXHAUSTEDFROMWORKINGTOOHARDANDGIVETOOMUCHFROMTHEMSELVES,THEYFACEBURNOUTSYNDROMEACCORDINGTOFARBER,1991BURNOUTISAWORKRELATEDSYNDROMEANDITOCCURSMOSTOFTENINTHOSEWHOWORKFACETOFACEWITHTROUBLEDANDNEEDYCLIENTSSTUDENTS/CUSTOMERSMASLACH1981DEFINESITAS“ASYNDROMEOFEMOTIONALEXHAUSTIONANDCYNICISMTHATOCCURSFREQUENTLYAMONGINDIVIDUALSWHODOPEOPLEWORKOFSOMEKIND”RESEARCHSHOWSTHATTEACHINGISONEOFTHETOP5MOSTSTRESSFULCAREERSINTHEWORLDCOOMBE,2008ASARESULTOFTHESTRESSFULWORKTHEYDO,TEACHERSALSOCOMMONLYFACE“BURNOUT”SURVEYDATASUGGESTSTHATTEACHINGISCONSIDEREDA‘HIGHSTRESS’PROFESSION,WHEREAPPROXIMATELYONEQUARTEROFSCHOOLTEACHERSVIEWTEACHINGASEXTREMELYSTRESSFULKYRIACOU,2001TEACHERBURNOUTISANISSUETHATDESERVESATTENTIONASITISTHETEACHERS’DUTYTOCREATEACLASSROOMATMOSPHEREWHICHFOSTERSLEARNING2BURNOUTBACKGROUDSTUDIESSTUDIESRELATEDWITHTHEBURNOUTSYNDROMEHASBEENANISSUESINCEMIDNINETIESANDITHASBEENDISTINGUISHEDBYMANYPEOPLEFREUDENBERGER1974DEFINESBURNOUTASA“SYMPTOMOFEMOTIONALDEPLETIONANDALOSSOFMOTIVATIONANDCOMMITMENT”THESYMPTOMSOFTHISSYNDROMEINCLUDESEXHAUSTION,APATTERNOFNEGLECTINGONE’SOWNNEEDS,WORKINGLONGHOURS,FEELINGPRESSURESCOMINGFROMWITHINONESELF,BEINGPRESSUREDFROMSTAFFADMINISTRATORS,ANDFROMGIVINGTOOMUCHTOTHEPEOPLEWHONEEDSHELPASTHISISSUENEEDEDANINTENSIVERESEARCH,MASLACHDEVELOPEDANINSTRUMENTFORTHEMEASUREMENTOFTHEPROBABILITIESOFTHEREASONSTHATCAUSEBURNOUTANDTHISINSTRUMENTISKNOWNASMASLACHBURNOUTINVENTORYMBITHEREARE22ITEMSINMBIWHICHASSESSTHETHREECOMPONENTSOFTHEBURNOUTSYNDROMEEMOTIONALEXHAUSTION,PERSONALITYFACTORSINCLUDEDEMOGRAPHICCHARACTERISTICSSUCHASAGEANDSEXSELFESTEEM,SELFCONFIDENCE,SELFEFFICACYANDSELFCONCEPTARESOMEOTHERVARIABLESOFPERSONALITYFACTORSLOCUSOFCONTROL,COMPETITIVENESSANDSENSEOFHUMORARETHEFACTORSWHICHDIFFERENTIATEONETEACHERFROMANOTHERONEOZDEMIR2007STATESTHATBURNOUTISLESSLIKELYWITHTEACHERSWHOAREACHIEVEMENTORIENTED,AVOIDEXTREMESOFCOMPETITIVENESS,HAVEINTERNALLOCUSOFCONTROL,STRONGPURPOSEINTHEIRPROFESSIONALANDPERSONALLIVES,HAVESENSEOFHUMOR,ANDHARDINESS,HAVEHIGHSELFESTEEM,HIGHSELFCONFIDENCE,PROFESSIONALSELFEFFICACYANDPOSITIVESELFCONCEPTTHEABOVEMENTIONEDPOINTSLEADUSTOTHECONCLUSIONTHATPERSONALITYTRAITSOFTHETEACHERSALSOPLAYANIMPORTANTROLEINBURNOUT4EFFECTOFTEACHERBURNOUTINELTCLASSROOMSTEACHERSARETHEONESINTHECLASSROOMWHOISRESPONSIBLEFORTHELEARNINGPROCESSSTARTINGFROMTHEHYGIENICNEEDSTOPSYCHOLOGICALNEEDS,FROMACADEMICPERFORMANCETOPERSONALFACTORS,TEACHERSARETHEONESWHOARETHERETORETAINANDSOLVETEACHERSARERESPONSIBLEFORENCOURAGINGTHESTUDENTSWHENEVERTHEYNEEDITITISFORTHISREASONTHATTEACHER,BEINGONEOFTHEMOSTIMPORTANTPARTSOFTHELEARNINGPROCESS,DESERVESATTENTIONREGARDINGTEACHERBURNOUTTHEREAREANUMBEROFNEGATIVEEFFECTSOFBURNOUTONTHEPARTOFTEACHERSANDTHEELTLEARNINGENVIRONMENT1WHENTHETEACHERSSUFFERFROMEMOTIONALEXHAUSTIONTHEIRPRODUCTIVITYREDUCESSUCHTEACHERSEXPERIENCELACKOFENTHUSIASMTOPREPARELESSONS,DIFFICULTYINMOTIVATINGTHEMSELVESTOCOMETOWORKASITISTHETEACHERS’DUTYTOBUILDBRIDGESBETWEENTHEMSELVESANDTHESTUDENTS,THEEFFECTIVENESSOFLANGUAGELEARNINGDECREASESINPARALLELTOTHEBURNOUTLEVELSOFTHETEACHER2ASARESULTOFTHELOSSOFENERGY,LOSSOFMEMORYANDLACKOFINTERESTINTHESUBJECTMATTER,DEMOTIVATIONONTHESIDEOFTHETEACHERCOMESINTOBEINGASMOTIVATIONOFTHESTUDENTSHASDIRECTRELATIONTOTHEIRSUCCESS,THISSITUATIONMAYRESULTINREDUCTIONOFSUCCESSONTHESTUDENTS’SIDE3DEPERSONALIZATIONISANOTHERTHREATTOSUCCESSINELTCLASSROOMSWHENTEACHERSEXPERIENCEBURNOUT,THEYDEVELOPANEGATIVEATTITUDETOWARDSTHELEARNERSSUCHKINDOFRELATIONSHIPBETWEENLANGUAGELEARNERSANDTEACHERSMAYAFFECTLEARNERS’MOTIVATION,BELIEFSANDFEELINGSTOWARDSTHETEACHERANDNODOUBTFORLANGUAGELEARNINGINANEGATIVEWAYWILLIAMSANDBURDEN20004TEACHERSWHOFALLVICTIMTOBURNOUTARELIKELYTOBEL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