Reflective teaching, teacher immunity, and burnout: Investigating possible links

Abstract

Teaching is a complex profession that presents various challenges, and without sufficient coping strategies, these stressors can lead to unfavorable outcomes like burnout and attrition. Reflective teaching (RT) and language teacher immunity (LTI) have been proposed as constructs that can alleviate these negative effects. The present study investigated the relationships between RT, LTI, and burnout among English language teachers, specifically examining the potential mediating role of LTI. A quantitative correlational design was employed, with data collected from 200 Iranian English language teachers using the Reflective Teaching Questionnaire, the Teacher Immunity Scale, and Maslach’s Burnout Inventory. A proposed theoretical model was tested using Structural Equation Modeling (SEM). Findings indicated a significant positive relationship between RT and LTI and a significant negative correlation between LTI and burnout. Despite the initial hypothesis, the direct relationship between RT and burnout was found to be weak but positive. However, the results confirmed a strong, negative indirect effect, showing that RT is linked to lower burnout through the mediating role of LTI. This is justified by viewing reflection as a practice that can increase workload and heighten awareness of professional shortcomings, which may contribute to burnout if a teacher’s immunity, comprising self-efficacy, resilience, and coping strategies, is not robust enough to manage these challenges. Implications suggest that teacher education and support systems should focus on strengthening teacher immunity to ensure reflective practices foster professional growth rather than exacerbate stress.