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Abstract
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The quality of teachers’ professional activities is influenced by numerous factors. Due to the Corona-virus pandemic in recent years, face-to-face classes have been replaced by online teaching and learning, which has placed a lot of pressure on both teachers and students all around the world, especially in Iran, where there is not enough experience of online teaching. In spite of exhaustion, teachers keep up their work; however, their level of burnout would have a negative influence on the quality of education. Thus, there is a need for researching the factors influencing teachers’ burnout levels. Although it is a challenge to identify factors affecting teachers’ burnout, there is a need for more attempt to find out the policies for slowing down the burnout process. Since burnout is an important aspect of any job, especially for those engaged in teaching section- which is often overlooked by both educational staff and teachers, it is essential to study various sources of burnout among teachers. Therefore, the findings of the current study can provide the ministry of education with straightforward guidance for decreasing the level of burnout among teachers. The findings of this study can help guide educators in future decisions about teaching and learning practices to avoid any potential burnout. The findings of the study can also be a great guide for the policymakers in optimizing their works. As such, the result of this study can enlighten difficulties in online teaching construct, potentially leading to improved online teaching methods. The results of this study can be a data for future research opportunities encompass the cause of decreased burnout factors for online instructors. The present study will apply qualitative and quantitative case study research design since it is concerned with any probable relationship between teachers' academic level and teaching experiences and the level of burnout of the participants. In order to examine any potential difference b
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