The Relationship between Iranian EFL teachers’ Self-Resiliency and their Burn out

In foreign language setting, social psychological variables are very important. These variables can highly influence the learners’ and consequently teachers' performance. One of the most influential psychosocial domains in language pedagogy is self-resiliency. Burnout is a persistent, negative, work-related state which involves mental, emotional, or physical exhaustion. Teacher burnout has been a major concern in mainstream education in recent years. However, it has been less examined among EFL teachers. Therefore, this study adopted a corelational design to fill the gap by examining the (possible) relationship between their burnout and self-resilience in Iranian EFL context. Another influential factor that is of utmost importance in teaching contexts is burnout. The needed data were gathered through the application of two questionnaires: The Maslach Burnout Inventory (MBI; Maslach & Jackson ۱۹۸۱, ۱۹۸۶) and the Resilience scale (CD-RISC; Campbell-Sills & Stein, ۲۰۰۷). The participants were ۹۷ experienced teachers having university education from Mashhadm Iran. They were both males and females and from different age groups. After obtaining the raw data, the SPSS software (version ۲۲) was used to change the data into numerical interpretable form. The result showed that the participants’ self-resiliency has a reverse relationship with their burnout.

Keywords:

EFL teachers , self-resiliency , burn out