The Role of Foreign Language Teachers’ Self-Efficacy in Their Burnout

Abstract

Aim: This study investigated the relationship between burnout and self-efficacy among EFL (English as a Foreign Language) teachers. In addition, differences in teachers’ burnout and self-efficacy were examined with respect to demographics. Study Design: Correlational / EX post facto. Place and Duration of the Study: The study was conducted in 7 private language institutes in Iran. The data collection process took 10 days. Methodology: 112 EFL teachers (56 male, 56 female/57 married, 55 single) with different age and teaching experience ranges were administered self-efficacy and burnout scales and a demographic questionnaire. Pearson Product Moment Correlation, Linear Regression and 2X2 Factorial ANOVA were conducted. Results: The results revealed that self-efficacy was negatively correlated with burnout, and it could be a potent predictor of burnout among EFL teachers. It was also shown that age and teaching experience were significantly correlated with self-efficacy and burnout. Further, the findings indicated significant differences in teachers’ self-efficacy and burnout with respect to marital status. However, regarding gender, only differences on teachers’ burnout scores reached statistical significance.