مشخصات پژوهش

Abstract Burnout was characterized as a work-related syndrome that stems from an individual’s perception of a significant discrepancy between effort (input) and reward (output). The most widely accepted conceptualization of burnout has three dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Burnout can cause psychological, sociological, and physiological problems. Moreover, it is a major concern in educational settings and can negatively impact teaching quality, student achievement, school climate, and social welfare. Therefore, the study was useful for educational purposes. To this end, individual sources of burnout among secondary EFL teachers were involved in the study to see their effects on EE, DP and PA processes. The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) secondary EFL teachers and determining the role of four individual factors (i.e., professional self-esteem, teacher self-efficacy, value incongruence, and competence self-evaluation) in predicting EE, DP and PA burnout processes. The MBI-ES was used to measure the perceived burnout levels of the participants, and a four-dimension scale (56 items) was developed based on the literature study to measure the participants’ perceptions in these four areas. The average internal consistency reliability of the scale was r = 0.80. The results showed that there was a slight significant difference between Iranian and Turkish groups only in EE burnout processes. Moreover, the results of multiple stepwise-method regression analyses for determining the potential relationship between the four individual factors and the three burnout subscales showed that Iranian teachers are suffering from burnout mainly as a result of not sensing professional self-esteem in themselves; whereas, Turkish teachers as a result of sensing value incongruence in their administration.