EFL teacher burnout and self-assessed language proficiency: exploring possible relationships

Akram Nayernia,Zareh Babayan

doi:10.1186/s40468-019-0079-6

Akram Nayernia, Zareh Babayan

Open Access

https://doi.org/10.1186/s40468-019-0079-6

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Abstract

Although teacher burnout has drawn the attention of many researchers, there is little empirical evidence for the contribution of non-native English language teachers’ language proficiency level to their experience of burnout. To address this significant gap, the present study examined the relationship between English as a foreign language (EFL) teachers’ self-assessed language proficiency and their experience of burnout. Research has indicated that personal resources of teachers can function as protectors against their experience of burnout. Thus, it was assumed that investigating how EFL teachers’ level of burnout can be reduced through language proficiency as a personal resource can cast a new light on the role of personal resources in reducing teachers’ experience of burnout. To this end, data were collected from 110 Iranian EFL teachers who were teaching in private language institutes through the Maslach Burnout Inventory - Educator Survey and Iranian EFL Teacher Self-Reported Language Proficiency Scale. The correlational analysis revealed that language proficiency had a significant negative relationship with the emotional exhaustion and depersonalization dimensions and a significant positive relationship with the personal accomplishment dimension of burnout. The results of regression analysis also indicated that, except for the reading subskill, all the other proficiency subskills were the best predictors of the different dimensions of burnout. Based on the findings of the current study, some pedagogical implications and research suggestions were also proposed.

Highlights

Teachers’ well-being and influence has been regarded as significant to and influential in students’ learning and education
The relationship between language proficiency and burnout dimensions Concentrating on the first research question, Table 2 illustrates the results of the correlational analysis for the relationship between teachers’ self-assessment of language proficiency and their experience of three aspects of burnout
It means that English language teachers who have more personal resources, in this case English language proficiency, feel less fatigued and depleted than their less proficient colleagues

Summary

Introduction

Teachers’ well-being and influence has been regarded as significant to and influential in students’ learning and education. According to Maslach and Leiter (1999), teachers’ “well-being and their contribution to student education should be a primary objective of educational leaders” Burnout is regarded as a symptom of lack of professional well-being (e.g., Klusmann et al 2008) of individuals who do people-oriented professions such as teaching (Byrne 1999; Maslach and Leiter 1999). Teacher burnout as an Nayernia and Babayan Language Testing in Asia (2019) 9:3 experience of depletion of emotional resources, depersonalization of students, and lack of personal accomplishment has substantial impacts on teachers’ effective professional functioning (e.g., Klusmann et al 2008; Maslach 2003; Maslach et al 2001)

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