Neda Ghazalbash - Department of English Language, Islamic Azad University, Isfahan Branch, Isfahan, Iran
Akbar Afghari - Department of English Language, Islamic Azad University, Isfahan Branch, Isfahan, Iran

Abstract During the course of the past few decades, teachers have increasingly become the center of attention in education, since their significant role in teaching contexts has been approved, and therefore their different aspects, such as reflective teaching and burnout have received great attention. This study investigated the relationship between teacher burnout, and reflective teaching among Iranian EFL teachers. To this end, ۵۰ participants (۲۵ males and ۲۵ females) were selected through convenience sampling. The participants were administered Maslach Burnout Inventory-Educators’ Survey and Behzadpour Reflective Teaching Questionnaire. The data were analyzed using Pearson product-moment correlation coefficient. The results of the study revealed that there was a weak negative relationship between reflective teaching and burnout for male and female teachers and for both groups considered as a composite group of language teachers.

Teacher burnout, reflective teaching, reflection, demographic, EFL teachers