Teacher Stress and Burnout in Teaching English as a Foreign Language
Teacher Stress and Burnout in Teaching English as a Foreign Language

Summary/Abstract: Background/purpose. This study aims to identify key features of EFL teachers' burnout, assess their mental health challenges, and pinpoint gender differences in coping with burnout. Materials/methods. The study followed a mixed-methods approach. As such, 104 EFL teachers responded to the survey questionnaire. Only thirty teachers agreed to be interviewed. To achieve the study's aims, the Maslach and Leiter Burnout Inventory (MBI) was employed. Results. The study reported that low levels of burnout stood out as the most important statistical result. Their mental and physical exhaustion was so great that they could not think straight. Male teachers and high workloads were also factors in the equation; both were correlated with a higher number of mistakes made on tests. It was found that female teachers reported higher levels of burnout. Conclusion. Key findings, therefore, highlight the need for systemic reform, which includes institutional cultures that are overall supportive, continuous professional development, and school-based research centers.

• Details
• Contents