This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and the relationship between their preferences and their experience levels were significant.