English as a foreign language teachers' burnout: The predicator powers of self-efficacy and well-being

Abstract

Educators have recently garnered significant focus for the crucial role they play, particularly concerning their emotions. These emotions have the potential to either boost their progress in their profession or hinder their progress, like burnout which may trigger or intensify poor mental health and quit the job. Burnout arises from the intermittent occurrence of emotional distress among English as a foreign language (EFL) educators as they fulfill their professional duties. To shed more light on the issue, it is fundamental to contemplate the teacher's belief in their capabilities, known as self-efficacy, which can reduce the probability of burnout and prevent work-related stress while also promoting beneficial results. Moreover, it has been evidenced that the vital role of educators' well-being is prominent in this procedure. Therefore, the importance of these two constructs concerning the impact they have on teacher burnout was taken into consideration in this study. To achieve this objective, a group of 403 English educators participated in the measurement of the concepts being studied. To scrutinize the causal connections between the variables, a Structural Equation Modeling (SEM) approach was employed. The study showed that teachers' efficacy in their ability to perform their job effectively was responsible for explaining 82 % of changes in burnout, while their level of well-being played a role in accounting for 42 % of changes in teachers' burnout levels. The data disclosed that while every factor independently contributed to burnout, the self-efficacy of the teachers held greater influence as a predictor of burnout in comparison to their well-being. Ultimately, particular academic suggestions are specified.