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Description
Teacher burnout has become an increasing concern in English as a Foreign Language (EFL) education, particularly in contexts characterized by heavy workloads, high expectations, and exam-oriented teaching. Emotional exhaustion, stress, and reduced job satisfaction can negatively influence teachers’ instructional effectiveness and their interactions with students. Despite growing attention to teacher well-being in general education, limited research has explored how burnout specifically affects EFL teachers and classroom dynamics.
This study aims to investigate the relationship between teacher burnout and emotional well-being in EFL classrooms. The research adopts a mixed-methods design involving 40 EFL teachers from private language centers and secondary schools. Data were collected through a questionnaire measuring levels of burnout and emotional well-being, followed by semi-structured interviews with selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative responses were coded to identify recurring themes related to teachers’ experiences and coping strategies.
Preliminary findings suggest that high workload, pressure from standardized testing, and limited institutional support contribute significantly to teacher burnout. However, teachers who report stronger emotional regulation and supportive collegial environments tend to demonstrate higher levels of well-being and more positive classroom engagement.
The study highlights the importance of institutional support and teacher self-care practices in promoting sustainable teaching in TESOL contexts.
Keywords: teacher burnout, emotional well-being, EFL classrooms, teacher support, TESOL
