چكيده به لاتين
As a teacher-related variable, burnout can adversely affect the whole educational system and is reported as one of the major reasons for job attrition. Considering the importance of the factors which could mitigate this syndrome, the current study aimed at relating teacher autonomy and emotion regulation to burnout, as well as investigating any possible relationship between emotion regulation and professional development, teacher’s years of experience, and educational background. To this end, 162 Iranian EFL teachers were asked to complete three questionnaires, along with a demographic questionnaire. Three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment), two subscales of emotion regulation (expressive suppression and cognitive reappraisal), and teacher autonomy were measured through the questionnaires. The correlation analysis indicated a significant negative relationship between teacher autonomy and burnout. In addition, adopting cognitive reappraisal as the emotion regulation strategy by the teachers resulted in experiencing less emotional exhaustion and cynicism. Further, an inverse relationship existed between personal accomplishment and expressive suppression. However, professional development and educational background were not significantly related to emotion regulation. The results failed to indicate any significant difference between experienced teachers and their novice counterparts in terms of emotion regulation. The results offer a number of implications for in-service and pre-service teachers, teacher trainers, and educational policymaker.
