Australian Journal of Teacher Education
Abstract
Among different teacher-related variables burnout can have irrevocable effects on the whole educational system. Due to the importance of considering all positive and negative related variables, and also lack of attention to positive criteria in the area of work-related factors, this study is the first attempt in Iran in the field to include engagement as a positive factor involved. The purpose of the present study is to investigate any possible relationship between work engagement and teachers’ sense of burnout, as well as associations between work engagement, burnout, and teachers’ years of experience. The correlational analyses indicate a significant and negative relationship between work engagement and burnout. Moreover, the higher the participants’ experience is, the greater the amount of their work engagement is. On the contrary, as the number of years of teaching increases, the level of burnout decreases. On the other hand, negative relationship exists between burnout and their experience. The results offer a number of implications for in-service and pre-service teacher training systems.
Recommended Citation
Amini Faskhodi, A., & Siyyari, M. (2018). Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers. Australian Journal of Teacher Education, 43(1). https://doi.org/10.14221/ajte.2018v43n1.5