BACKGROUND: Despite the multitude of studies comparing teacher burnout with an ample of variables, a need for seeking what English language teachers think about their job and the interfering variables regarding the context seems essential. The aim of this study was primarily to investigate the relationship between teacher burnout and job satisfaction of English language teachers and, then, to find out the impact of teaching experience and gender on teacher burnout and job satisfaction. MATERIALS AND METHODS: It was a mixed-methods study conducted on 103 teachers who were conveniently sampled and were investigated through questionnaires and interviews among high school English language teachers in Sistan and Baluchestan province. The sampling method was purposive, and data were collected through questionnaires and semi-structured interviews. Data analyses were performed using mixed–methods approach. RESULTS: The results revealed a moderate negative correlation between the first two elements of teacher burnout (emotional exhaustion and depersonalization) and job satisfaction ( P < 0.01), whereas a positive correlation was found between the next element, i.e., personal accomplishments and job satisfaction ( P < 0.05). Afterward, no statistically significant difference was detected between demographic characteristics (i.e., gender and teaching experience) ( P < 0.01). Then, 15 teachers voluntarily participated in the interview sessions and expressed their opinions about the way teachers see the environment they work in. CONCLUSIONS: There are factors that influence on the quality of teaching and learning processes and lead to burnout and job dissatisfaction; therefore, it seems advisable to remove them to reduce their negative effects.
Atashpanjeh et al. (Tue,) studied this question.
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