The burnout levels of EFL teachers at primary schools, and their coping strategies
The burnout levels of EFL teachers at primary schools
Abstract
This study aims to investigate the burnout levels of English teachers working in primary schools in Tekirdağ, Turkey and how they cope with burnout. It is also aimed to examine if there is a relationship between the teachers’ burnout levels and their adopted coping strategies by employing The Teacher Burnout Scale and a coping strategies multiple response questionnaire as quantitative tools. A pilot study using the questionnaire was administered to 29 teachers. Then, 108 EFL teachers working in primary schools in Tekirdağ city in Turkey during the 2018-2019 academic year took part in the research. The findings of the research revealed the fact that the burnout levels of the English language teachers working in primary schools in Tekirdağ was quite low. Furthermore, the results indicated that the teachers with severe burnout levels benefited less from both palliative/emotion-focused strategies and direct action/problem-focused coping strategies than the teachers with substantial, some and low burnout levels, respectively. With regard to the findings of the study, practical suggestions were provided for EFL teachers, administrators, researchers and policy makers.
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