Diverse Roots of EFL Teacher Burnout Across Iranian Educational Sectors

This study explores the phenomenon of burnout among Iranian EFL (English as a Foreign Language) teachers working in public schools and private language institutes. Utilizing a mixed-methods approach, the research compares the levels and contributing factors of burnout in these two distinct educational settings. Quantitative data were gathered through the Maslach Burnout Inventory (MBI) from ۱۸۰ teachers, while qualitative insights were obtained through semi-structured interviews with a selected group of participants. The findings reveal that public school teachers experience higher levels of burnout, particularly in terms of emotional exhaustion and reduced personal accomplishment, due to factors such as outdated materials, crowded classrooms, and limited resources. In contrast, teachers in private institutes report lower levels of burnout, likely owing to better working conditions and greater institutional support. The study highlights the contextual and individual variables influencing burnout and emphasizes the need for targeted strategies by educational policymakers to mitigate its adverse effects. The insights gained have practical implications for enhancing teacher well-being and maintaining the quality of English education in both public and private sectors.

Keywords:

EFL teachers , teacher burnout , public schools , private language institutes , emotional exhaustion , depersonalization , personal accomplishment