EFL Teacher Burnout: The Nexus of Emotional Intelligence, Self-Concept, and Self-Efficacy

Document Type : Original Article

Authors

1 English Language and Literature, Faculty of Letters and Humanities, Shahid Beheshti University, Tehran, Iran

2 Department of English Language and Literature, Faculty of Letters and Humanities, Shahid Beheshti University, Tehran, Iran

Abstract

Abstract
EFL teacher burnout poses serious risks to well-being, job satisfaction, and teaching quality. This mixed-method study examined the relationships between emotional intelligence, self-concept, and burnout, and the mediating role of self-efficacy. Quantitative data from 319 EFL teachers in public and private schools were analyzed using Pearson correlations, Structural Equation Modeling (SEM), and Process v3.3. The findings revealed that both emotional intelligence and teacher self-concept were significantly and negatively correlated with burnout dimensions, indicating that higher levels of emotional intelligence and a more positive self-concept are associated with lower emotional exhaustion, depersonalization, and greater personal accomplishment. Additionally, teacher self-efficacy was found to partially mediate the relationship between emotional intelligence and burnout, and between self-concept and burnout, suggesting its key role in mitigating the impact of psychological traits on burnout. In the qualitative phase, semi-structured interviews explored teachers’ perceptions of burnout and contextual stressors. Teachers in public schools reported greater burnout due to systemic challenges like large class sizes and administrative burden, whereas private school teachers cited job insecurity and performance pressure as key stressors. This study enhances the theoretical understanding of teacher burnout, presents a grounded model, and provides valuable insights into teachers' perceptions across different educational contexts, ultimately informing interventions to mitigate burnout.

Keywords

Iranian Journal of Language Teaching Research
Volume 13, Issue 2
July 2025
Pages 167-194

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History

  • Receive Date: 04 January 2024
  • Revise Date: 19 April 2025
  • Accept Date: 09 July 2025

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