Farid Ghaemi - Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran
Bahareh Emaami Khonsaari - Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran

Teacher burnout has been identified as a serious issue within the teacher population. The consequences of teacher burnout are witnessed on the student, teacher, and society. Many teachers suffer from burnout, andperfectionism is a personality characteristic that has been associated with burnout. While the correlates andconsequences of teacher burnout have been studied, few investigations have examined perfectionism and teacherburnout. Thus, the present study was designed to examine whether perfectionism could be a predictor of burnout in EFL teachers. Also, it specifically examined if perfectionism components (conscientious perfectionism, self-evaluativeperfectionism) predicted burnout dimensions (depersonalization, emotional exhaustion). This investigation wasconducted in a number of language institutes in Tehran and 95 EFL teachers were selected through conveniencesampling. The participants received a set of questionnaires including Demographics, Maslach Burnout Inventory-Educators Survey(MBI-ES), and the Perfectionism Inventory (PI). The data were analyzed through running Spearman’s rho Correlations and Regression analyses. The results indicated that the self-evaluative perfectionism component was a significant predictor of burnout dimensions (depersonalization and emotional exhaustion) in EFL teachers

burnout, perfectionism, EFL teachers