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Job Demands-Resources and Iranian EFL Teachers’ Burnout: A Mixed-Methods Analysis | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 24 تیر 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2026.31436.1961 | ||
| نویسندگان | ||
| Behnaz Rastegar1؛ Abbas Ali Zarei* 2؛ Hadi Heidari3 | ||
| 1Assistant Professor of TEFL, Department of English Language Teaching, Farhangian University, Tehran, Iran, | ||
| 2Professor of ELT, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| 3PhD in ELT, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| چکیده | ||
| In the demanding context of Iranian English as a Foreign Language (EFL) teaching, teacher burnout threatens instructional quality and retention, yet its association with job demands and resources remains underexplored. This study leverages the Job Demands–Resources (JD-R) model to investigate how workplace factors, specifically job demands like administrative overload, emotional labor, and resources including autonomy and colleague support shape burnout among Iranian EFL teachers, while probing cultural and contextual influences such as societal expectations and educational policies. A convergent complementary mixed-methods design was used in which the quantitative phase included 146 teachers across Iran using the Copenhagen Burnout Inventory and the JD-R questionnaire, using Kruskal-Wallis tests and pairwise comparisons. The qualitative phase involved semi-structured interviews with 39 teachers, analyzed through transcendental phenomenology using MAXQDA. Quantitative findings revealed that high job demands significantly amplify burnout, with teachers in high-demand groups reporting greater emotional exhaustion and cynicism, while abundant resources markedly reduce burnout. Qualitative insights illuminated key themes: structural demands like inadequate salaries, imposed curricula, and societal pressures such as unrealistic parental expectations exacerbate burnout, whereas resources like professional development and peer support serve as protective buffers. Teachers’ coping strategies, including exercise and adaptive teaching, alongside critiques of commercialized education and policy inefficiencies, further contextualize these dynamics. This study validates the JD-R model’s predictive power in Iran’s EFL context, highlighting the critical need for targeted interventions such as workload restructuring, enhanced training, and cultural awareness campaigns to mitigate burnout, bolster teacher resilience, and elevate educational outcomes. These findings offer actionable insights for policymakers and educators, with implications for global EFL settings facing similar challenges. | ||
| کلیدواژهها | ||
| Job Demands؛ Job Resources؛ Teacher Burnout | ||
| مراجع | ||
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