Abstract
The aim of the current study was to survey the effect of gender, education level, and marital status of the EFL teachers on their burnout level in three syndromes of Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). The participants of this study were 250 (124male and 126female) English teachers of primary, secondary, high school, and university level. A demographic questionnaire and Maslach Burnout Inventory-Educator Survey (MBI-ES) was employed to collect the data concerning the three dimensions of emotional exhaustion, depersonalization, and reduced personal accomplishment. Descriptive statistics, one sample t-test and one way ANOVA were used in the data analysis process. The findings showed that there is no significant difference between male and female teachers and their burnout level as well as married and single teachers. Moreover, the findings showed that education level of teachers significantly influenced their burnout level in all three syndromes.
Highlights
The rapid growth of the importance of learning has made teaching profession one of the world’s largest educational enterprises; and teacher’s role cannot be ignored in society
Education level, and marital status were regarded as independent variables, while the burnout level of the teachers was considered as dependent variable
The findings indicated that there is no significant difference between the male and female teachers in terms of their burnout level
Summary
The rapid growth of the importance of learning has made teaching profession one of the world’s largest educational enterprises; and teacher’s role cannot be ignored in society. Many teachers end up having more negative feelings toward themselves, their students, and their profession than they were initially. They start developing feelings of emotional exhaustion and fatigue, negative attitudes towards their students, and loss of feelings of accomplishment in their job. People experiencing these feelings have been described as suffering from ‘job burnout’ (Maslach& Jackson, 1981; Maslach& Goldberg, 1998; Maslach, Schaufeli&Leiter, 2001). The main purpose of the present research was to determine the extent to which teacher burnout is related to gender, education level, and marital status. The three research questions of this paper were as follows: 1) Does gender affect the level of burnout among EFL teachers?
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