Abstract
The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers, determining the self-efficacy predictors of EE, DP and PA processes of burnout, and determining what role they play cross-culturally. The MBI-ES was used to measure the perceived burnout levels of the participants and a shortened- adapted version of Norwegian Teacher Self-Efficacy Scale was employed to measure their perceived self-efficacy. The results revealed a moderate significant difference between Iranian and Turkish groups only in EE processes, two subscales of NTSES as the dominant predictors of EE, DP and PA processes, and three subscales of NTSES as discriminatory predictors in EE, DP and PA processes across the groups.
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