The aim of the present study was to explore burnout among Iranian English as a Foreign Language (EFL) teachers within Hofstede’s cultural framework. To this end, first multiple correspondence analysis was run, and the results of which revealed a significant relationship between the cultural dimensions and the burnout components. Next, multiple regression analysis was employed to examine whether the cultural dimensions can predict any of the burnout components. Emotional exhaustion was found to be predicted by uncertainty avoidance and indulgence/restraint. Depersonalization was also predicted by masculinity/femininity and indulgence/restraint. Masculinity/femininity, uncertainty avoidance, and indulgence/restraint were found to be the predictors of personal accomplishment. The risk of burnout among Iranian EFL teachers was also found to increase with low Indulgence, high avoidance of uncertainty, and low femininity. In the end, the findings were recommended to be infused in teacher pre- and in-service training which address the practical needs of EFL teachers.

/pdf/english-language-teachers-burnout-within-the-cultural-1wyt436tjt.pdf

English Language Teachers’ Burnout Within the Cultural Dimensions Framework

Iranian identity cannot be conceived of as a uniform monolithic concept. But, thanks to certain upheavals in the history of the country, it has turned into the triple concept of national/Islamic/modern. Hofstede’s (2001) cultural framework represents a well-validated operationalization of culture based on six cultural dimensions  (power distance, individualism/collectivism, masculinity/femininity, uncertainty avoidance, short-term/long-term orientation, and indulgence/restraint) and this study explores the association between these dimensions and the three components of Iranian identity. To this end, the Cultural Dimensions Scale (CDS) along with the Cultural Attachment Scale (CAS) were administered to a sample of Iranian university students. Multiple Correspondence Analysis and Multiple Regression Analysis were employed for data analysis. The results revealed a significant relationship between cultural dimensions and the identity components. It was also found that indulgence is the sole predictor of National Identity, whereas Religious Identity has four predictors, namely, power distance, collectivism, uncertainty avoidance, and short-term orientation. And, Western Identity is predicted by power distance and individualism. Finally, the results were discussed and implications for soothing Iranian identity crisis through cultural interventions were provided.

https://ilt.atu.ac.ir/article_3463_f011c7b79b2360f392b064c2337030d3.pdf

Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions

Objective - The primary aim of the paper is to investigate the impact of culture on impulse buying behavior for an emerging nation, Bangladesh. Methodology/Technique - After conducting a detailed literature review, a questionnaire survey was developed. Using a non-probabilistic snowball sampling, a sample size of 351 was attained. Exploratory factor analysis was employed to understand the six cultural dimensions of Hofstede's model and impulse purchasing behavior, and OLS multiple regression was performed to test the association of the dimensions of culture with impulse buying behavior. Findings - The results indicate that there is a significant positive relationship between masculinity and impulse buying behavior. Surprisingly, the results suggest that the other five cultural dimensions do not have any significant association with impulse buying behavior, implying that these specific cultural constructs do not influence consumers' impulse buying behavior in Bangladesh. Novelty - Typically, academic research has focused on the individualism/collectivism or power distance dimensions at the cultural level primarily on the developed countries' context, therefore, calling for further research including several dimensions of Hofstede's cultural model. The novelty of the paper lies in its consideration of including all six dimensions of Hofstede's model in the context of an emerging nation.

The Impact of Culture on Impulse Buying Behavior in Bangladesh

Analysis of knowledge creation practices and organisational performance in sports organisations: a comparative study

One of the most important factors related to learners’ willingness to communicate (WTC) is teachers’ use of socioaffective and pedagogic strategies, which are tightly related to cultural context of education. The present qualitative study, using focus group interview, investigated 19 EFL (English as a foreign language) teachers’ perspectives about their socioaffective and pedagogic strategy use in intermediate classes, with a focus on Iranian culture, as an effort to understand to what extent these strategies are facilitating or debilitating of students’ WTC. Using Creswell’s six steps of inductive analysis, two main themes of facilitating and hindering factors emerged. The findings are suggestive in terms of contribution of several cultural and social factors related to the interaction between EFL teachers and students and its relation to WTC. It also discusses the implications of the study for EFL teachers.

/pdf/exploring-efl-teachers-socioaffective-and-pedagogic-24tk5cj0gq.pdf

Exploring EFL Teachers’ Socioaffective and Pedagogic Strategies and Students’ Willingness to Communicate with a Focus on Iranian Culture

The present study was conducted first, to construct and validate a Cultural Dimensions Scale (CDS) for the Iranian context. To this end, a scale was designed based on Hofstede’s (2001) six-dimensional framework and was completed by 370 individuals. Its validity was then substantiated through Structural Equation Modeling (SEM). A second aim of this study was to reveal the norm of each cultural dimension for an important Iranian subculture which was achieved analyzing the data gathered from 1000 participants. Moreover, the relationship between gender and cultural dimensions was explored conducting a t-test. Also, a MANOVA was run to investigate the relationship between age and these dimensions. The results revealed a significant difference between men and women in the two dimensions of power distance and masculinity/femininity, and also, a significant difference between the three age groups in power distance, individualism/collectivism, and indulgence/restraint. In the end, the results were discussed and implications of the scale were presented. DOI: 10.5901/mjss.2015.v6n4s3p367

/pdf/development-and-validation-of-a-cultural-dimensions-scale-255ysjf8ni.pdf

Development and Validation of a Cultural Dimensions Scale (CDS) and Its Application in an Iranian Context

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Development and Validation of a Cultural Dimensions Scale (CDS) and Its Application in an Iranian Context