Anxiety, Boredom, and Burnout Among EFL Teachers: The Mediating Role of Emotion Regulation.

Guorong Shen

doi:10.3389/fpsyg.2022.842920

Abstract

Teachers’ emotions are explicitly and conceptually presented as part of an educational system that affects and is affected by learner upshots, namely, learners’ self-emotions, behaviors, and cognition since educators and learners are involved in the outcomes of the school setting. English as a foreign language (EFL) educators recurrently experience emotional damages during involvement in their profession as burnout, stress, boredom, and anxiety. EFL teachers need to regulate their emotions when facing a multivariate class environment that provides each learner with undeniable uniqueness. The subject of the relationship between emotion regulation and the teacher’s emotions is receiving increasing attention in research. EFL teachers should be provided with an emotional regulation strategy to have a positive learning-instructing effect in the entire school community as fun learning activities, energetic students, enthusiastic educators, and strong relationships between the board of education. To focus on the role of teachers’ emotion on the one hand and the mediator role of emotional regulation, on the other hand, the current study endeavored to review the role of emotional regulation strategies more intensely to decrease negative emotions. Finally, some educational suggestions of the study regarding the educators’ behaviors are pinpointed.

Highlights

Guorong Shen *Reviewed by: Liqaa Habeb Al-Obaydi, University of Diyala, Iraq Seyed Farzad Kalali Sani, Islamic Azad University Torbat-e
Emotions have been explored for a long time as an important element of positive psychology (PP) in the field of psychology, but not enough consideration has been drawn to the training of language educators (Dewaele and MacIntyre, 2019; Wang et al, 2021)
Burnout may be characterized as static fatigue involving a variety of intellectual, emotional, physical, and societal conditions, all of which emerge from long-run work tension, in professions that require frequent interaction with others (Sulea et al, 2015), Long-run work-related tension, with personnel facility providers and educators, brings about burnout as various researches have demonstrated that educators are exposed to great degrees of tension and burnout, with half of the educators abandoning their careers in the initial five years of instruction (Ingersoll and Smith, 2003)

Summary

Guorong Shen *

Reviewed by: Liqaa Habeb Al-Obaydi, University of Diyala, Iraq Seyed Farzad Kalali Sani, Islamic Azad University Torbat-e. Teachers’ emotions are explicitly and conceptually presented as part of an educational system that affects and is affected by learner upshots, namely, learners’ self-emotions, behaviors, and cognition since educators and learners are involved in the outcomes of the school setting. English as a foreign language (EFL) educators recurrently experience emotional damages during involvement in their profession as burnout, stress, boredom, and anxiety. EFL teachers need to regulate their emotions when facing a multivariate class environment that provides each learner with undeniable uniqueness. EFL teachers should be provided with an emotional regulation strategy to have a positive learning-instructing effect in the entire school community as fun learning activities, energetic students, enthusiastic educators, and strong relationships between the board of education. Some educational suggestions of the study regarding the educators’ behaviors are pinpointed

INTRODUCTION

Emotion Regulation

IMPLICATIONS AND FUTURE DIRECTIONS