Iranian EFL Teachers Burnout level and Their Conformity to Postmethod Pedagogy

To test this hypothesis, burnout is likely to be lower in teachers who embrace the principles of postmethod pedagogy; the present study investigated the relationship between teachers burnout and their conformity to postmethod pedagogy. To do this, a sample of 66 BA and MA EFL teachers were selected randomly from a number of private institutes in Iran. They were asked to fill out Postmethod Pedagogy Questionnaire and Burnout Inventory as the study instruments. The analysis of data through Pearson correlation coefficient revealed that there was a significantly negative relationship between the teachers conformity to postmethod pedagogy and their burnout level, i.e. teachers with higher level of burnout expressed less willingness to the principles of postmethod pedagogy and vice versa. Furthermore, the results of independent-sample T-test manifested that teachers who have BA and MA degrees did not differ significantly regarding their level of conformity to the principles of postmethod pedagogy. In other words, degree of education was not related to conformity to postmethod pedagogy. Such results offer some implications; most importantly, administrative policy become cognizant of the compelling need to improve teachers emotional competence and urge them to arrange some in-service courses for teachers to make them acquainted with burnout syndrome and its effects.