The Relationship between Iranian EFL teachers’ Self-Resiliency and their Burn out


  • Ali Morshedi Tonekaboni Young Researchers and Elite Club, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
  • Farkhondeh Nasiri Ph.D. Student in Theology, Majoring in Islamic Philosophy and Theology, Islamic Azad University, Fasa Branch, Iran



In a foreign language setting, social-psychological variables are very important. These variables can highly influence the learners’ and consequently teachers' performance. One of the most influential psychosocial domains in language pedagogy is self-resiliency. Burnout is a persistent, negative, work-related state which involves mental, emotional, or physical exhaustion. Teacher burnout has been a major concern in mainstream education in recent years. However, it has been less examined among EFL teachers. Therefore, this study adopted a correlational design to fill the gap by examining the (possible) relationship between their burnout and self-resilience in the Iranian EFL context. Another influential factor that is of utmost importance in teaching contexts is burnout. The needed data were gathered through the application of two questionnaires: The Maslach Burnout Inventory and the Resilience Scale. The participants were 97 experienced teachers having university education from Mashhad Iran. They were both males and females and from different age groups. After obtaining the raw data, the SPSS software (version 22) was used to change the data into the numerical interpretable form. The result showed that the participants’ self-resiliency has a reverse relationship with their burnout.