An Assessment of The Link between Teachers’ Self-regulation and ‎Burnout: in the EFL Context

Regarding the significant role teachers play in mainstream education, the link between Iranian EFL teachers’ self- regulation and burnout at Kerman English language institutes was investigated in this study. For this aim, a total of 101 English language teacher teaching in various language institutes in Kerman took part in this study. The research participant selection was according to the convenience sampling. They completed two questionnaires: Teachers’ Self-Regulation Questionnaire (TSRQ) designed by Yesim et al. (2009), based on the model proposed by Zimmerman’s self-regulation (2000)), and Teachers Burnout Questionnaire (TBQ) extracted from Pines et al. (1981) Burnout Scale. This study was a quantitative correlation survey of issue in which the relationship between variables was analyzed. The predictor variable was teachers’ self-regulation, and the criterion variable was teachers burnout and also gender was considered. The findings yielded via correlation analysis documented that there was a negative significant relationship between applying self-regulated strategies and burnout. Subsequent data analyses showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. It means that EFL teachers who establish goals for their teaching and attempt to accomplish them will be rarely at the risk of burnout. Goal setting was the most dominant strategy used by male EFL learners and self-evaluation was the most dominant one applied by the female ones.