IRANIAN EFL TEACHERSʹʹ SELF-EFFICACY AND TEACHERSʹʹ BURNOUT: A CASE OF COMPARISON

In any foreign language setting, there are some variables that play an essential role in teachersʹ and consequently learners performances. Two of these important social psychological variables in teaching and educational context are self-Efficacy and burnout. This study has been conducted as a qualitative dominant mixed research design to explore the correlation between self-efficacy of Iranian English as a foreign language (EFL) teachers and their reports of burnout comparing two big provinces of Tehran and Khorasan Razavi. The data were gathered through the application of the Maslach Burnout Inventory (MBI; Maslach & Jackson 1981, 1986) and a researchers-made questionnaire of self-efficacy was designed by Motallebzadeh, Ashraf and Tabatabaee Yazdi (2013) which checked Iranian EFL teachersʹ self-efficacy. The participants were as 326 professional experienced teachers having university education. They were from both genders and different age groups. After obtaining the raw data, the SPSS software (version 16) was used to change the data into numerical interpretable form, using correlational analysis to determine any significant relationship between self-efficacy and teachersʹ burnout. The result showed that the participants’ self-efficacy has a reverse relationship with their burnout. In addition, a significant relationship was observed between teachersʹ age, gender, years of experiences and reports of burnout.