Factors Contributing to Job Satisfaction and Burnout among Novice EFL Teachers in Private Institutes and Public Schools

Abstract

This study aims to explore factors underlying novice EFL teachers’ job satisfaction and burnout in public schools (PS) and private language institutes (PLI). The participants included 17 EFL teachers teaching in PS and PLI who had less than five years of teaching experience. For data collection, first, the participants were asked to complete The Maslach Burnout Inventory. Then, semi-structured interviews were conducted with the participants. The interviews were transcribed and the themes were extracted. The key findings revealed that novice teachers in public schools experienced higher levels of burnout compared to those in private schools. The main causes of burnout in private institutes included financial dissatisfaction, lack of job security, heavy workload, and time constraints. On the other hand, burnout in public schools was attributed to factors such as student misbehavior and demotivation, work environment and atmosphere, large class sizes, and inappropriate teaching materials. Educational institutions can benefit from these findings by implementing supportive measures, such as mentorship programs, to promote teacher well-being and job satisfaction.