Burnout Levels of English Language Teachers
Burnout Levels of English Language Teachers
Author(s): Suzan Kavanoz, Yasemin KırkgözSubject(s): Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Applied Linguistics, Language acquisition, School education, Vocational Education, Adult Education, Higher Education , State/Government and Education, Philology, Inclusive Education / Inclusion
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: burnout; depersonalization; EFL teachers; emotional exhaustion; reduced personal accomplishment
Summary/Abstract: Teachers are among the working populations who are at high risk of being affected by burnout syndrome, an emotional stress condition manifested in emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach, 1976). The goal of this quantitative cross-sectional study is to examine English language teachers’ burnout levels and how the three core components of burnout are related to several teacher background variables such as gender, age, and teaching experience. Data were collected through a demographic form and Maslach Burnout Inventory. The results show that the rate of burnout in EFL teachers is at a medium level in emotional exhaustion and personal achievement dimensions, and low in depersonalization. Our findings also confirmed that gender, age and teaching experience affect EFL teacher burnout.
Journal: Чуждоезиково обучение
- Issue Year: 47/2020
- Issue No: 3
- Page Range: 237-250
- Page Count: 14
- Language: English
- Content File-PDF