A Phenomenological Study of EFL Teachers' Job Burnout: The Case of Private Language Institutes in Iran

Qualified human resources are valuable capital for the growth and development of organizations. Among the factors influencing the quality of human resources (e.g. teachers) is Job Burnout. This study aimed at probing the underlying layers of job burnout of the teachers practicing in Iranian private language institutes. To do so, a two-phase design was applied including quantitative and phenomenological qualitative methods. The data were collected through the Maslach Burnout Inventory questionnaire and one-by-one semi-structured interviews. The results of the first stage demonstrated that the participants were moderately burned out. Next, ۲۰ (۱۰ males & ۱۰ females) EFL teachers with at least five years of experience were invited to take part in the interview. After confirming the saturation of data, the researcher analyzed the transcriptions and four main themes, and ۱۶ sub-themes emerged. The results encompassed the definition of burnout, its sources, instances and consequences, and possible strategies to cope with the phenomenon. Private language institute administrators and managers can benefit from the implications of this study by taking due measures like social and emotional support and forming peer support groups to reduce burnout among their employees.  

Keywords:

EFL teachers , job burnout , phenomenology , private language institutes , Peer Support Groups