English Language Teachers’ Burnout, School Climate, Satisfaction and Efficacy: A Predictive Mediation Model

Document Type : Original Article

Authors

1 Assistant Professor of Applied Linguistics, Department of English Language Teaching, Farhangian Teacher Education University, Tehran, Iran

2 Assistant Professor of Educational Administration, Department of Educational Sciences, Farhangian Teacher Education University, Tehran, Iran

10.22077/ali.2025.8785.1077

Abstract

Research on stress-causing variables in the teaching profession often documents an interplay between teacher burnout and its correlates. This study brings forth concerns about the contribution of teacher/school climate, job satisfaction and self-efficacy as the hypothesized predictors of occupational burnout among EFL teachers. Using multiple regression analyses, a descriptive correlational model was examined against the survey data collected from a sample of 198 Iranian EFL teachers. The results showed significant inverse relations between dimensions of teacher/school climate and dimensions of burnout, showing teacher/school climate as a significant negative predictor of burnout (p <.05, R2=.20, β=-.447). The results also revealed the significant role of teacher satisfaction and teacher self-efficacy in predicting aspects of burnout (p <.05). The two variables were also found as mediator of the effect of teaching climate on dimensions of burnout, showing a perspective of interaction between contextual factors and individual resources. Given the effects of teacher/school contextual stressors and their direct or indirect influence on teachers’ vulnerability to burnout syndrome, the implications of the findings are discussed in view of teacher training and intervention programs.

Keywords

Applied Linguistics Inquiry
Volume 2, Issue 2
September 2024
Pages 62-75

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History

  • Receive Date: 09 April 2024
  • Revise Date: 19 July 2024
  • Accept Date: 27 August 2024

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