Exploring Self-Efficacy and Emotion Regulation as Predictors of Iraqi EFL Teachers’ Burnout

Mohammad Hosseinpur, Rasoul; Maleki, Roohollah; Adel Nasir, Zain Al Sharaf

doi:10.22034/jespp.2025.525860.1009

Exploring Self-Efficacy and Emotion Regulation as Predictors of Iraqi EFL Teachers’ Burnout

Document Type : Original Article

Authors

Rasoul Mohammad Hosseinpur ¹

Roohollah Maleki ²

Zain Al Sharaf Adel Nasir ³

¹ Department of English Language and Literature, Faculty of Humanities, University of Qom, Iran

² Department of English language, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran

³ Department of English Language and Literature,Faculty of Humanities, University of Qom, Iran

10.22034/jespp.2025.525860.1009

Abstract

The present study is an attempt to explore how emotion regulation and teacher self-efficacy influence burnout among 100 English as a Foreign Language (EFL) teachers in Salah Al Dhein Governorate, Iraq. Using a convenience sampling method, participants completed standardized questionnaires assessing their emotion regulation, self-efficacy, and burnout levels. Pearson correlation analysis revealed significant relationships: emotion regulation was positively associated with self-efficacy, while both were negatively related to burnout. These results indicate that as emotion regulation and self-efficacy increase, burnout levels decrease. The findings suggest that enhancing emotional regulation techniques and reinforcing self-efficacy beliefs can help reduce burnout and improve teaching performance in the Iraqi EFL context. The study also highlights the importance of integrating emotional skills training into teacher education programs to support educators' psychological well-being and professional growth. This research contributes to the understanding of how internal psychological factors affect teaching effectiveness and underscores the need for targeted interventions in EFL environments.

Keywords

Burnout

EFL teachers

Emotion regulation

Self-efficacy