Exploring Teacher Burnout in Online English Language Instruction during COVID-19: Insights from Iranian Educators

Document Type : Research Paper

Authors

1 Department of English, Sara.C., Islamic Azad University, Sarab, Iran

2 Department of English Language Teaching, Ardabil Branch, Islamic Azad University, Ardabil, Iran

3 Faculty of Humanities, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

Objective: This study looked into the effects of the COVID-19 pandemic on burnout among English language teachers in Iran across various teaching contexts.
Method: In doing so, 200 EFL instructors working in high schools, colleges, and language schools in Tabriz (Iran) were selected through convenience sampling. The study used the Maslach Burnout Inventory (MBI) and semi-structured interview as its instruments. The data was analyzed using SPSS software; descriptive statistics and frequency counts were used for the questionnaires. Interview questions were analyzed qualitatively as part of the study's primary objective. To uncover additional insights, open and axial codings were used to analyze the participants' views.
Results: The findings indicated there was no significant relationship between teachers’ level of education and their burnout caused by COVID-19 pandemic. Additionally, they indicated that there was no relationship between teachers’ gender and their burnout. Also, the findings revealed that financial stressors and heavy workload, technological stressors, relationship between colleagues, student-teacher relationship, social comparisons, stress during the pandemic, and online teaching processes, were identified as the English teachers' most important challenges during pandemic. Finally, they indicated that the best strategies to cope with these challenges, were establishing a routine, fostering connection and support, practicing stress management techniques, and adapting teaching methods.
Conclusions: The findings of the study contribute valuable insights to understanding of the factors influencing teacher burnout during the COVID-19 pandemic. Furthermore, identifying challenging issues provides actionable insights for teachers and policymakers to develop strategies to mitigate burnout.

Keywords

Main Subjects

References

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Journal of School Psychology
Volume 14, Issue 4
December 2025
Pages 77-64

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