Abstract
In this study, an interventional program based on Individual Psychology was proposed and examined to empower teachers with burnout symptoms. The participants were 54 EFL English language teachers with various professional profiles diagnosed with burnout symptoms. Using a quasi-experimental design, the experimental group went through an empowering program with empowering themes as well as cognitive restructuring techniques to facilitate emotional and cognitive change with behavioral consequences. We evaluated the effects of the program through the Maslach Burnout Inventory (MBI) and the Achievement Motivation Test (AMT). Results indicated the positive and immediate effects of the program in alleviating and treating burnout symptoms. However, the program demonstrated weak durability effects in follow-up tests, and this substantiates the need for tests of continuous and in-service training to evaluate long-term outcomes. Further implications regarding teachers and administrators have been discussed.
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