Well-Being, Burnout, and Teaching Anxiety among EFL Teachers

Abstract

While English as a foreign language (EFL) teachers endeavor to satisfy the needs of students and accomplish other demanding job responsibilities, they work hard to establish a positive rapport with students and demonstrate high professionalism. Thus, they may be susceptible to anxiety and burnout without emotional regulation and social and psychological support. The current study explores well-being, burnout, and teaching anxiety levels and their correlations. The participants were 313 English teachers from diverse educational settings. The data were gathered through scales to collect information on demographics, teachers' well-being, burnout, and teaching anxiety. The study concluded that well-being among EFL teachers is moderate, while their levels of burnout and anxiety are low. The study also found a positive correlation between the levels of occupational burnout dimensions experienced by teachers and their level of well-being and that increased levels of teaching anxiety among educators are inversely related to their overall well-being. There is also a significant relationship between the levels of occupational burnout dimensions experienced by teachers and their levels of teaching anxiety.

Keywords

• English as a foreign language
• teaching
• well-being
• burnout
• teaching anxiety

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