The Most Burned-Out Teachers: An Analysis of Iranian Secondary EFL Teachers’ Discipline Styles Related to Their Burnout

Classroom management is a key component for the success of students in which teachers play an essential role (Marzano, & Pickering, 2003), and teachers’ classroom discipline approach plays a crucial role in this regard. However, few attempts have been made to examine the relationship of English language teachers’ discipline styles which they apply in the classroom with their burn out. The present study investigates the relationship of discipline styles of (Enforcer, Abdicator, Compromiser, Supporter and Negotiator) that EFL secondary teachers apply in their classroom with their level of burnout in secondary schools of Neyshabur city, Iran. Utilizing Maslach, Jackson & Schwab (1996) 22-item Burnout Inventory-Educators Survey (MBI) and Tomal’s (1999) 30-item Teacher Five-Style Discipline Inventory, the relevant data were collected from 101 (51 males, 50 females) secondary English language teachers teaching in public schools in the academic year of 2017-2018. The analysis of data using Structural Equation Modeling(SEM) and Pearson correlation revealed that those teachers who were identified with Abdicator style had higher and significant levels of burnout with respect to its all three dimensions (Emotional exhaustion, Personal accomplishments, and Depersonalization).

Keywords:

Burnout , Classroom Management , Classroom Discipline