Abstract
The present study aimed at extending prior studies on teacher burnout by exploring factors which contribute to Iranian English language teachers’ feelings of emotional exhaustion, depersonalization, and reduced personal accomplishment. Data were collected via a survey that employed the Maslach Burnout Inventory (Maslach & Jackson, 1986). Overall, findings revealed that English teachers (N = 40) were experiencing high levels of reduced personal accomplishment (M = 18.72) and emotional exhaustion (M = 17.80). Results of one-way ANOVA showed significant differences among foreign language teachers with respect to burnout subscales. From among age, gender, marital status, and level of education, only the level of education had a significant, moderate, and positive relationship with burnout. Results are discussed in relationship to findings from international studies related to English language teachers’ burnout, and the theoretical and practical implications are highlighted.
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