The Relationship between Classroom Management Self-efficacy and Burnout among Iranian EFL Teachers

The present study sought to explore the association between classroom management self-efficacy and burnout in a sample of 98 Iranian EFL teachers. Further teachers’ differences on their score on classroom management self-efficacy and burnout were investigated with respect to demographic variables. A quantitative-correlational design was adopted. The findings showed that classroom management self-efficacy was reversely correlated with burnout phenomenon. It also proved to be a significant, though moderate, predictor of burnout. Furthermore, the findings revealed that teaching experience and age of the participants could make a difference in their classroom management selfefficacy and burnout scores. However, teacher differences on classroom management self-efficacy and burnout with respect to gender did not reach statistical difference.

Keywords:

EFL teachers , Demographics , Classroom management self-efficacy , Burnout