Modeling and Contribution of Mastery and Performance Climates to Emotional Exhaustion and Feedback Seeking Behavior among EFL Teachers

Document Type : Original Article

Authors

1 Assistant Professor of Applied Linguistics, Department of English Language Teaching, Kharazmi University, Tehran, Iran

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

10.22077/ali.2026.10041.1198

Abstract

Previous research highlights the importance of motivational climates created by supervisors but lacks a detailed understanding of how these climates influence specific teacher behaviors. This study aims to explore how different motivational climates, as perceived by EFL teachers, affect their emotional exhaustion and engagement in feedback-seeking behaviors. Employing a cross-sectional design, the study involved 549 EFL teachers from various language institutes using three questionnaires, one of which was developed for the purpose of this study. Structural Equation Modeling was utilized to assess the relationships among the constructs. Results demonstrate that mastery climates are positively associated with seeking self-improvement feedback, while performance climates correlate with increased emotional exhaustion and a preference for self-validation feedback. Autonomy-supportive climates significantly reduced emotional exhaustion, whereas autonomy-controlling climates exacerbated it. These findings suggest that supervisor-training programs should focus on developing leadership styles that promote supportive and mastery-oriented climates. Implications and suggestions for future research are discussed.

Keywords

Applied Linguistics Inquiry
Volume 4, Issue 1
March 2026
Pages 88-103

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History

  • Receive Date: 05 September 2025
  • Revise Date: 04 December 2025
  • Accept Date: 10 January 2026

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