On the Relationship between Iranian EFL Teachers’ Burnout and Self-efficacy

AbstractIn foreign language setting, social psychological variables are very important. These variables can highly influence the learners’ and consequently teachers’ performance. One of the most influential psychosocial domains in language pedagogy is Self-efficacy. Another influential factor that is of utmost importance in teaching contexts is burnout. This study has been conducted to investigate the relationship between the self-efficacy of Iranian teachers of English and their reports of burnout. The needed data were gathered through the application of two questionnaires: The Maslach Burnout Inventory (MBI; Maslach & Jackson, 1981, 1986) and the researcher made questionnaire of self-efficacy. The participants were 200 experienced teachers having university education from one of the big provinces of Iran, Khorasan Razavi. They were both males and females and from different age groups. After obtaining the raw data, the SPSS software (version 16) was used to change the data into numerical interpretable form. To determine the relationship between self-efficacy and teachers’ burnout, correlational analysis was employed. The result showed that the participants’ self-efficacy has a reverse relationship with their burnout. In addition, a significant relationship was observed between teachers’ age, gender, and their reports of burnout