مهبد نیازی

This study aims to investigate the reasons contributing to job dissatisfaction and burnout among English as a Foreign Language (EFL) teachers, considering demographic characteristics and school/student types. The research adopts a sequential explanatory mixed method design, where EFL teachers completed job satisfaction and burnout surveys, followed by interviews with teachers, school principals, and educationalists in Bandar-e Anzali.

The quantitative findings revealed that, with significant correlations between their underlying constructs, burnout can be predicted by job satisfaction. Among the demographic variables, only the degree of education contributes to predicting burnout, indicating that more educated teachers experience less burnout and School type does not significantly predict burnout. Regarding job satisfaction, none of the demographics predict job satisfaction significantly; however, student age as a sub-category of school types predicts burnout, suggesting that teachers who teach older students are more satisfied.

Two major themes were extracted based on content analysis of interview scripts. Inside-of-school factors namely: student factors, repetitive teaching methods, interpersonal relationships among colleagues, shortage of facilities, and freedom to apply new ideas were assigned to the theme called issues that can be addressed within the domain of Bandar-e Anzali education department. Additionally, external factors such as finance and payment, evaluation and rewarding systems, teaching materials availability, ambiguity in role expectations, time constraints, parental involvement, excessive workload in paper correction, and societal appreciation of teachers were categorized under the label of issues related to the whole educational system.

This research highlights the neglected role of school principals and regional education department authorities in addressing job dissatisfaction among Iranian school teachers. The study provides essential data for authorities to understand job dissatisfaction and burnout among English teachers in Bandar-e Anzali. It also suggests actions to improve English teaching practices in the city by eliminating barriers identified through this study.

The scope of this study is limited to EFL teachers in Bandar-e Anzali. The conclusion drawn from the findings indicates that both school types and demographic characteristics influence EFL teachers' job satisfaction and burnout. Students' age/level influences job satisfaction while burnout can be modified by changes in degree qualification. As these independent variables are interdependent, any factor influencing one will impact the other.

Based on qualitative results and themes derived from participant interviews, a model for understanding job satisfaction and burnout was introduced. Implications of the study account for different areas, namely, teacher well-being, teacher recruitment and retention, professional development, teacher-student relationships, school climate, quality of teaching, curriculum design, and policy implications.

Keywords: Burnout; Emotional Exhaustion; Depersonalization; Diminished Professional Accomplishment; Job Satisfaction; Intrinsic Motivation; Extrinsic Motivation.