Exploring the Burnout Levels of Iranian EFL Teachers and Their Coping Strategies

Abstract

This study had two objectives. First, it sought to compare the levels of burnout among male and female Iranian EFL teachers. Second, it aimed to explore the factors contributing to EFL teachers’ burnout and their coping strategies. The participants were 104 EFL teachers teaching various age groups - children, young adults, and adults - at Iran Language Institute (ILI). A mixed-methods design was employed, with a quantitative phase in which 104 EFL teachers completed a Persian version of the Maslach Burnout Inventory developed by Maslach and Jackson (1981), followed by a qualitative phase of semi-structured interviews with 12 EFL teachers. The results of the quantitative phase did not indicate a significant difference in burnout levels between male and female teachers. Moreover, the age group of the students that these instructors teach does not affect their burnout. It was also revealed that in addition to financial concerns and low wages, which were the most salient contributors to burnout, a perceived lack of appreciation from managers toward teachers’ efforts, the repetitive nature of teaching resulting from rigid curriculum, heavy workloads, a lack of teacher autonomy and high expectations from parents and students were causing burnout. The coping strategies most frequently employed by the teachers were spending time with family, avoiding thinking about the workplace when the work was finished and resting. The implications of the results for administration and policymakers are discussed.