Exploring the Relationship between Self-Efficacy and Burnout: The Case of Iranian EFL Teachers

Year 2015, Volume: 36 Issue: 3, 3538 - 3548, 13.05.2015

Nooshafarin Mardanı , Eftekhar Baghelanı Rohollah Azızı

Abstract

Abstract. Despite the high impact of new technologies, teachers play the most important role in educational settings, since it is believed that their different aspects, such as teacher efficacy, burnout, teaching style, and emotional intelligence, have received great attention. Therefore the study of teacher burnout is of great importance to the productivity of teachers and subsequent student learning. This study was designed to explore possible relationships among English language teachers’ sense of efficacy, burnout with respect to their demographic variables. The data were gathered through the application of the Maslach Burnout Inventory (MBI; Maslach& Jackson 1981, 1986) and a TEBS-Self (Teachers' Efficacy Beliefs System- Self) (Dellinger, Bobbett, Oliver, &Ellett, 2008). These Data was collected from 55English language teachers.  They were from both genders and different age groups. After obtaining the raw data, the SPSS software (version2020) was used to change the data into numerical interpretable form, using correlational analysis to determine any significant relationship between self-efficacy and teachers' burnout. The result showed that enhancing burnout tends to have a negative influence on diminishing teachers’ self- efficacy. In addition, a significant relationship was observed between teachers' age, gender, years of experiences and reports of burnout.

Keywords

Burnout, Self-Efficacy, ELT Teachers

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