The relation between Azfa Teachers’ burnout and strokes that they receive

One of the important topics in psychology in recent years is the concept of "stroke," which is highly relevant in the field of education. The impact of emotions on the quality of teaching activities is inevitable to the point that many studies show that teachers can play a significant role in their students' learning by providing appropriate strokes. However, can students also have a role in providing stroke to their teachers and delaying their job burnout? In this study, the researchers aim to investigate the impact of stroke from students to Persian language teachers for non-Persian speakers. To this end, 16 Persian language teachers for non-Persian speakers completed two standardized questionnaires (Gargari, 2012 and Yazdanpour, 2014) online. The results of the study show that just as a stroke from a teacher has a significant impact on students' progress, stroke from students can also significantly affect the quality of teaching and reduce job burnout for the teacher. Furthermore, the results show that providing positive support among different types of stroke has a significant inverse relationship with teacher burnout and a direct relationship with teaching quality. If the stroke the students provide is negative or not provided, it can lead to job burnout and low teaching quality for Persian language teachers. In other words, negative stroke or lack thereof has a direct relationship with the level of job burnout for Persian language teachers.

Extended Abstract:
Introduction
 The concept of stroke (emotional support) has gained a significant amount of attention in the field of psychology in recent years. Stroke refers to providing empathy, understanding, and care to individuals experiencing emotional distress or challenges. Stroke can come from various sources, including friends, family, colleagues, and professionals.
In education, stroke is a vital component of effective teaching and learning. Numerous studies have shown that when teachers provide stroke to their students, it can lead to increased engagement, motivation, and academic achievement. Stroke can help students feel more connected to their teachers and peers, improving their overall well-being and mental health. Teachers who provide stroke are seen as caring and empathetic, which can also contribute to their job satisfaction and retention in the teaching profession.
However, it is also important to recognize that students can play a role in providing stroke to their teachers. This is particularly relevant in cases where teachers may be experiencing job burnout or other forms of emotional distress. Job burnout is a common issue among teachers, as they are often required to work long hours, manage large class sizes, and deal with challenging behaviors and academic pressures. When teachers experience burnout, it can hurt their mental health, job satisfaction, and overall quality of teaching.
It should be noted that Berne (1988) initially only refers to the physical aspect of stroke and states that individuals need physical stimuli in addition to social and rational stimuli for personal development. Then he went beyond the physical aspect and stated that stroke needs meet individuals' emotional need to be seen and this need to be seen has been named "craving for recognition." In addition to Berne, other individuals considered the concept of stroke beyond its physical meaning and paid attention to its psychological aspect. Among them can be mentioned (Shirai, 2006), (Stewart & Joines, 1987), (Friedman, 1993), and (Francis & Woodcock,1996).
Methodology
This study examined the effects of stroke supply from different sources on occupational burnout in Azfa language teachers. Previous research conducted by Yazdanpour (2015) identified 5 potential sources of stroke supply for teachers. Government/public, head of institution, colleagues, students, and parents. Due to the nature of teaching Persian to non-native adult students (no contact with parents, separate from the government), this study focused on supply from the head of institution, colleagues, and students. Two validated questionnaires measuring stroke and burnout were used to collect data from 16 available Azfa teachers at Allameh Tabataba‘i University Language Center. The questionnaires had reliability coefficients of 0.86 and 0.81. Results from the online questionnaires were statistically analyzed using SPSS to determine the relationship between stroke supply and occupational burnout in this group of language teachers.
Results
The results of the study indicate that there is a significant relationship between the provision of Stroke from language learners to teachers and the reduction of job burnout among Persian language teachers teaching non-Persian language speakers. The study found that the Stroke provided by students can have a direct impact on the quality of teaching and a reduction in job burnout for the teachers. It was also observed that the level of attention received by a teacher is directly related to their job quality. Additionally, the study confirmed that job burnout among teachers is higher than among ordinary individuals, but due to constructive social relationships, teachers have higher social capital.
Furthermore, the study revealed that the provision of Stroke from students to teachers has a significant inverse relationship with job burnout, and the absence of reinforcement or negative reinforcement directly affects the level of job burnout among Persian language teachers. The study also highlighted that the influence of stroke from various sources on job burnout is not equal, with students, institution heads, and colleagues having different levels of impact.
To conclude, the study suggests that providing Stroke to teachers from students can delay job burnout and increase job satisfaction. It also emphasizes the importance of constructive social relationships in mitigating job burnout among teachers.
Conclusion
The recent study on stroke from students to Persian language teachers for non-Persian speakers sheds light on the importance of stroke in both directions. The study found that stroke from students can significantly impact the quality of teaching and the level of job burnout experienced by teachers. Specifically, providing positive stroke had a significant inverse relationship with teacher burnout and a direct relationship with teaching quality. However, the study also found that negative stroke, or lack thereof, had a direct relationship with the level of job burnout for Persian language teachers. It also emphasizes that the influence of stroke from various sources on job burnout is not equal, with students, institution heads, and colleagues having different levels of impact.
Overall, the study suggests that providing stroke to teachers from students can delay job burnout and increase job satisfaction. It also underscores the importance of understanding the impact of stroke on the job satisfaction and well-being of teachers in the context of language education.
To foster stroke in education, it is essential to provide resources and training for teachers and students alike. This can include professional development opportunities for teachers on how to provide stroke to their students and how to recognize signs of emotional distress in themselves and their colleagues. Students can also benefit from training on how to provide stroke to their peers and teachers, as well as on how to recognize and manage their own emotions.
Furthermore, schools can play a key role in fostering stroke by creating a culture of care and empathy. This can involve policies and practices prioritizing well-being, relationships, inclusion, and care, not just academic achievement. Supportive policies could include protected time for teamwork, limits on high-stakes testing, affordable counseling access, peer support programs, and educator input into decision-making. Resources are needed to implement policies in a meaningful, sustainable way. Moreover, leadership at all levels, from superintendents to principals to teachers, must model the supportive practices being promoted.
In addition to the benefits of stroke for teaching and learning, there are also broader societal benefits. Stroke can help foster a sense of community and social connectedness, which is important for overall well-being and mental health. When individuals feel supported and cared for, they are more likely to engage in positive behaviors and contribute to their communities. This can have a ripple effect, leading to healthier and more supportive communities overall.
Furthermore, stroke is particularly important for individuals who have experienced trauma or adversity. Trauma can have a profound impact on mental health and well-being, and individuals who have experienced trauma may require additional strokes to cope with their experiences. Schools and educational institutions can play a critical role in providing stroke to these individuals by creating a safe and supportive environment that prioritizes empathy, understanding, and care.
However, providing stroke can be challenging, particularly in education, where teachers often have limited resources and face competing demands. To provide effective stroke, teachers need to develop emotional intelligence and communication skills and be aware of trauma-informed practices. Teachers must also be able to recognize when they need support themselves and to seek out appropriate resources when necessary.
Acknowledgment
Thanks to the professors and management of Azfa Center of Allameh Tabataba‘i University who helped us in conducting this research.
Conflict of Interest
No conflicts of interest are reported by the author for this article.