The Relationship between Perceived Autonomy and Work Burnout amongst EFL Teachers
DOI:
https://doi.org/10.46328/ijres.3053Keywords:
Work autonomy, Criteria autonomy, Scheduling autonomy, Method autonomy, Work burnout, EFL teachersAbstract
This research investigates the level of work autonomy and work burnout perceived by EFL teachers. It also examines the relationship between autonomy and burnout in the context of EFL teaching. The study participants were 158 EFL teachers from four Saudi universities. To measure teachers’ perceived autonomy and work burnout, two questionnaires were administered to the teachers. The results indicate that EFL teachers’ perceived method autonomy is high, while both scheduling and criteria autonomy are medium. In addition, EFL teachers’ emotional exhaustion and depersonalization are found to be low, whereas personal accomplishment is high. A negative relationship between autonomy and burnout is also found according to the results of the study. The perception of having high or moderate levels of autonomy is connected to lower rates of burnout. According to the results, the autonomy of teachers can be seen as a particular personality trait of EFL teachers that helps mitigate burnout. The findings of this research may be beneficial for language teachers as it can increase their understanding of their own autonomy, burnout at work, and how to enhance these areas based on the suggestions provided.
References
Alamoudi, K. (2023). The relationship between perceived autonomy and work burnout amongst EFL teachers. International Journal of Research in Education and Science (IJRES), 9(2), 389-406. https://doi.org/10.46328/ijres.3053
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