An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics

Document Type: Research Paper

Authors

1 Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Professor of Applied Linguistics, Kharazmi University, Tehran, Iran

3 Professor of Applied Linguistics, Islamic Azad University, Science and Research Branch, Tehran, Iran

Abstract

Teaching English for Academic Purposes (EAP) courses is highly demanding for EAP teachers as they are faced with diverse pedagogical and administrative challenges in such courses. This study addressed the level of burnout among EAP teachers and variations in relation to their demographic and organizational characteristics. To this aim, a demographic questionnaire along with the Persian version of the Maslach Burnout Inventory (MBI) was administered to 276 EAP teachers from state universities in Iran. The results revealed that a considerable number of EAP teachers reported mid-levels of personal accomplishment. Moreover, variations in degree of burnout were found among EAP teachers in relation to marital status, age, years of experience in teaching EAP and content/general English courses, educational background, and the field and number of EAP courses taught. Also, EAP teachers with different demographic and organizational characteristics who were more susceptible to burnout were identified. Finally, implications for enhancing the working conditions of EAP teachers are presented.

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Issues in Language Teaching

Volume 9, Issue 1
Winter and Spring 2020
Pages 93-116

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