A mixed methods analysis of EFL teachers’ self-regulated strategies and burnout

2015 IJRSP – Volume 4 Issue 2


Royaei, Nahid
English Department, Imam Reza International University, Mashhad, Iran (royaei_nahid@yahoo.com)

Ghonsooly, Behzad
English Department, Ferdowsi University of Mashhad, Iran (ghonsooly@yahoo.com)

Ghanizadeh, Afsaneh*
English Department, Imam Reza International University, Mashhad, Iran (ghanizadeafsane@yahoo.com)


This study examined the link between self-regulation and burnout depletion among Iranian EFL teachers quantitatively and explored the burnout sources and various patterns of self-regulated strategies in different EFL levels qualitatively. For this aim, a total of 125 English language teachers teaching in various language institutes in Mashhad took part in this study. They completed two questionnaires: Teacher Self-regulation Scale (TSRS) and Maslach Burnout Inventory (MBI). The findings yielded via correlation analysis documented that there was a negative significant relationship between applying self-regulated strategies and burnout depletion. Subsequent data analyses via Stepwise Regression showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. Results from interview analysis revealed that teachers applied different self-regulated strategies at each level and experienced different burnout sources. The implications were further discussed with reference to earlier findings.

Keywords: teachers’ self-regulation; teachers’ burnout; correlation; regression; interview


DOI: https://doi.org/10.5861/ijrsp.2015.1017

*Corresponding Author