Investigating the Relationship Between Burnout Levels and Self-Efficacy Beliefs of ELT Teachers

Abstract

Professions involving extensive interaction often cause burnout, with teaching being particularly susceptible to this syndrome. The severe consequences of teacher burnout extend beyond personal well-being, affecting both colleagues and students. The challenges are intensified for ELT teachers in private schools, which are renowned for their quality language education, due to the demanding working conditions. However, higher self-efficacy beliefs act as a protective factor against burnout, assisting teachers in handling stressors effectively. Previous studies have examined the relationship between burnout and teachers’ sense of efficacy at a tertiary level. However, few studies have focused on burnout levels and self-efficacy beliefs of ELT teachers working at private schools. This study addresses this gap by investigating the burnout level and self-efficacy beliefs of ELT teachers in private schools depending on certain variables. Moreover, the study scrutinizes the relation of teachers’ sense of efficacy in classroom management, instructional strategies and student engagement on the emotional exhaustion, depersonalization and reduced personal accomplishment dimensions of burnout. Using a sequential mixed-method design, data were collected from 359 ELT teachers through questionnaires and from 6 ELT teachers through semi-structured interviews. The findings reveal significant correlations between aspects of teacher self-efficacy and burnout dimensions. Furthermore, various factors are associated with teacher efficacy and burnout levels, as supported by both quantitative and qualitative data. Thus, the study provides valuable insights for enhancing teacher well-being, informing teacher training practices, and guiding private school administrators in creating healthy working environments.