Imam Reza International University, Iran (firstname.lastname@example.org)
Imam Reza International University, Iran (email@example.com)
Ferdowsi University of Mashhad, Iran (firstname.lastname@example.org)
Teachers’ burnout has been recognized as a serious occupational problem in school systems worldwide. The primary aim of the present study is to delve into the context laden factors affecting teacher burnout. In particular, it sought to investigate EFL teachers’ burnout across two strikingly different contexts of EFL learning in Iran, i.e., high schools and language institutes. Besides, it aimed at examining the role of gender, age, and years of teaching experience in teacher burnout. A total of 120 teachers, 60 secondary school teachers and 60 institute EFL teachers completed the Maslach burnout inventory (MBI-ES) questionnaire. The results demonstrated that teachers in Official context reported significantly higher levels of burnout than teachers in Non-official context. In terms of age and years of teaching experience, the results of the study showed that teacher burnout and its subscales positively and significantly correlated with both teachers’ age and teachers’ years of teaching experience in both contexts. Furthermore, regarding gender differences in teacher burnout, the present study found no significant difference in burnout level in both contexts. Finally, the results were discussed in the context of language learning and some suggestions were presented to administrators for using a suppressive strategy to prognosticate teacher burnout.
Keywords: burnout; gender; age; years of teaching experience; official context; non-official context