Abstract
The present study aims to scrutinize teacher motivation in relation to two individual level predictors, namely,
self -efficacy and burnout among English as a foreign language (EFL) teachers. To this end, 142 English as a foreign
language (EFL) teachers were selected from various English language institutes of Mashhad and Tehran, two cities
in Iran. They were requested to complete three questionnaires: the Maslach Burnout Inventory, the Teachers’ Sense
of Efficacy Scale, and the Work Tasks Motivation Scale for Teachers. The findings obtained via SEM revealed that
the proposed model had a good fit with the empirical data. In particular, it was found that job motivation contributed
significantly to burnout depletion. It was also revealed that self -efficacy positively predicted job motivation, and burnout
negatively influenced self -efficacy. However, self -efficacy surpassed motivation in predicting EFL instructors’ burnout.
Results were discussed from both theoretical standpoints as well as previous empirical findings. Finally, implications
were presented.
Go to article