INTERNET FOR STUDENT EARNINGS: WORKING PLACE OR COMMUNICATION SPACE

Abstract

Teacher work overload can cause challenges for teachers leading to burnout in the long term if not addressed. Consequently, the present study aims at examining the sources of burnout prevention from EFL (English as a foreign Language) supervisors’ perspectives. The participants were 85 Iranian EFL supervisors whose job was observing and giving feedback to teachers about their teaching performance at various levels of language proficiencies from elementary to advanced levels. A sequential mixed method design was employed in this study. First, collection of qualitative data was performed using interviews with 30 participants in order to determine the sources of burnout prevention from supervisors’ perspectives. Next, a burnout prevention questionnaire was designed using the results of the interviews, after which it was administered to the remaining participants. The collected data were factor analyzed to identify the components of burnout prevention construct. Results of content analysis of the interview data indicated that teachers’ support from their colleagues, less stressful situation, and job satisfaction were the main sources of burnout prevention. Factor analysis showed the same sources of burnout as the main components of the burnout prevention construct. The findings of this study emphasize on the contribution of teachers’ educational and emotional support, providing constructive and healthy working place, as well as desirable income as ways for prevention of burnout in EFL teachers.