Document Type : Original Article
Author
Department of Literature and Foreign Languages, Faculty of Theology and Foreign Languages, University of Shahid Madani Azarbayjan, Tabriz, Iran
Abstract
Burnout in teachers is a serious condition that arises from prolonged work-related stress, leading to emotional exhaustion, reduced personal accomplishment, and a sense of detachment from students, all of which can significantly impair their mental, physical, and emotional well-being. This study examined why English teachers in Iran feel burned out in both public and private schools, comparing the two settings. Purposive sampling resulted in 10 teachers participating in the study, with 5 men and 5 women from both public and private schools. Their age ranged from 22 to 45. Data were gathered through interviews. The interview questions were developed by the researcher and were evaluated based on expert views. They were based on three parts of the Maslach Burnout Inventory(MBI) (1980): emotional exhaustion, depersonalization, and reduced personal accomplishment. Thematic analysis with MAXQDA software was used to analyze the interview responses of teachers in order to identify related factors that lead to burnout. The findings showed clear main themes based on the type of school. For private school teachers, financial problems and job uncertainty were the biggest issues, indicating that these topics are very important. On the other hand, public school teachers mainly reported feeling burned out because of a lack of recognition for their work. There were suggested differences in reports of tiredness, feeling emotionally distant, and being worn out, highlighting different situations. The findings of the study may help teachers, school leaders, parents, and students. It suggests that making changes in schools, such as adjusting teaching methods and paying attention to teachers' needs, could reduce the negative effects of burnout. By addressing financial insecurity and job stability in private schools, as well as enhancing recognition and appreciation for teachers’ efforts in public schools, could significantly improve teacher well-being, foster a more supportive educational environment, and ultimately enhance student learning outcomes.
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