Considering the relationship between self-assessed language proficiency and Teacher burnout

Teachers feeling about their language proficiency have great effect on students. If teachers do not feel confidence in their language proficiency, this can cause burnout and weakness in teaching. However teacher burnout has gotten the attention of many researchers, there is little empirical evidence for the contribution of English language teachers’ language proficiency level to their experience of burnout in the Iranian context. Therefore, the present study examined the relationship between English as a foreign language (EFL) teachers’ self-assessed language proficiency and their experience of burnout. This research indicated that EFL teachers’ level of burnout could be reduced through language proficiency. Data were collected from ۵۰ Iranian EFL teachers who were teaching in Kish English Institute in Tabriz, Iran. The Maslach Burnout Inventory - Educator Survey and Iranian EFL Teacher Self-Reported Language Proficiency Scale were used. The correlational analysis revealed that language proficiency had a significant negative relationship with the results of burnout.

Keywords:

burnout , burnout questionnaire , EFL , self-assessed language proficiency