Teachers’ Burnout and Professional Commitment in Different Teaching Environments

This study explores the relationship between burnout and professional commitment among EFL teachers across various educational settings in Iran, including state schools, universities, and private institutes. A mixed-methods approach was employed, combining quantitative data from 172 teachers through the Maslach Burnout Inventory and the Professional Commitment Scale for Teachers, and qualitative insights from interviews. Results showed a significant negative correla-tion between burnout and professional commitment across all educational settings, with no nota-ble differences in correlation strength among settings. However, significant variations were found based on teaching experience and gender. Experienced teachers in schools exhibited greater resilience to burnout, while less experienced teachers in private institutes faced more substantial burnout-related impacts on commitment. Gender differences also emerged, with fe-male teachers in schools and male teachers in universities showing stronger burnout-commitment correlations. Qualitative analysis highlighted key burnout contributors, including heavy work-load, low salary, limited professional development, and insufficient managerial support. These findings underscore the need for targeted strategies to reduce burnout and enhance commitment across teaching environments. The study’s insights can guide policy and practice, promoting a healthier work environment and sustained teacher engagement in the education sector.