1- Abadan University of Medical Sciences, Iran , seyedmohammadjafari@gmail.com
2- Khaf Ministry of Education, Khaf, Iran
2- Khaf Ministry of Education, Khaf, Iran
Abstract: (3 Views)
Objective: This study investigates the critical interplay between teacher well-being, self-efficacy, and burnout among Iranian senior high school EFL teachers. Given that burnout poses a significant threat to educator mental health and retention, this research aims to determine how self-efficacy and well-being function as predictors of teacher burnout in the Iranian educational context.
Methods: Utilizing a quantitative, correlational research design, data were collected between April and July 2025 from 250 EFL teachers across 10 cities in five Iranian provinces (Khorasan Razavi, Tehran, Khuzestan, Fars, and Sistan-Baluchistan). Participants completed three standardized instruments: the Teacher Well-being Scale (TWBS), the Teachers’ Sense of Efficacy Scale (TSES), and the Maslach Burnout Inventory (MBI). Structural Equation Modeling (SEM) was employed to analyze the causal relationships among these variables.
Results: The findings indicate that both self-efficacy and well-being are significant predictors of burnout. Specifically, teachers’ sense of efficacy accounted for approximately 78% of the variability in burnout levels, while overall well-being contributed to 38% of the observed variance. Comparative analysis revealed that self-efficacy exerted a more pronounced influence on burnout levels than well-being.
Conclusions: The results underscore the necessity of fostering both psychological well-being and pedagogical confidence to mitigate burnout. Based on these insights, the study provides targeted academic and practical recommendations tailored to the unique professional environment of Iranian senior high school EFL educators.
Methods: Utilizing a quantitative, correlational research design, data were collected between April and July 2025 from 250 EFL teachers across 10 cities in five Iranian provinces (Khorasan Razavi, Tehran, Khuzestan, Fars, and Sistan-Baluchistan). Participants completed three standardized instruments: the Teacher Well-being Scale (TWBS), the Teachers’ Sense of Efficacy Scale (TSES), and the Maslach Burnout Inventory (MBI). Structural Equation Modeling (SEM) was employed to analyze the causal relationships among these variables.
Results: The findings indicate that both self-efficacy and well-being are significant predictors of burnout. Specifically, teachers’ sense of efficacy accounted for approximately 78% of the variability in burnout levels, while overall well-being contributed to 38% of the observed variance. Comparative analysis revealed that self-efficacy exerted a more pronounced influence on burnout levels than well-being.
Conclusions: The results underscore the necessity of fostering both psychological well-being and pedagogical confidence to mitigate burnout. Based on these insights, the study provides targeted academic and practical recommendations tailored to the unique professional environment of Iranian senior high school EFL educators.
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