A Study on the Relationship Between Burnout and Job Satisfaction of Iranian EFL Teachers Working in Universities and Schools

Ibrahim Safari

doi:10.7160/eriesj.2020.130401

Abstract

A teacher plays an important role in the development of the students’ potential and helps to form their future. This research intends to study the degree of burnout and job satisfaction in English as a foreign language (EFL) teachers of universities and Schools in Iran, as well as their association with demographic characteristics. To measure teachers’ burnout, Maslach Burnout Inventory questionnaire was applied, which has also been validated by experienced teachers for the Iranian population and the Employee Satisfaction Inventory questionnaire, prepared for the Iranian population, was applied to estimate job satisfaction. Questionnaires were answered completely by 159 teachers, who work at universities and schools in Iran. After data analysis, the findings showed a negative correlation between teachers’ burnout and their job satisfaction; their experience relatively moderate burnout levels, and their job satisfaction level is high. The findings also represented that the type of workplace influences satisfaction regarding the factor “job conditions”. The study was for the first time that Iranian EFL teachers’ burnout and job satisfaction in universities and schools were investigated and the findings showed that by increasing the level of job satisfaction, the perceived burnout decreases, where burnout and job satisfaction presented medium to high negative correlation.

Highlights

Teachers communicate with large numbers of students, parents, and principals whom each have different demands and problems
University teachers have a higher level of job satisfaction and lower burnout in comparison with those who work in schools
The findings showed a negative correlation between burnout and job satisfaction; teachers experienced moderate burnout levels, their job satisfaction level was high

Summary

Introduction

Teachers communicate with large numbers of students, parents, and principals whom each have different demands and problems. This important responsibility as a teacher needs to better understand social norms and values. By a better understanding of the norms and values, teachers can become role models and community will identify with them. In Iran, many EFL teachers are highly motivated to teach when they begin to teach. These teachers think of the ways to be more creative and innovative in order to help their students in learning English as a foreign language effectively.

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Discussion

Conclusion