The Effect of Gender, Education Level, and Marital Status on Iranian EFL Teachers’ Burnout Level

Sina Soltanabadi Farshi, Fariba Omranzadeh


The aim of the current study was to survey the effect of gender, education level, and marital status of the EFL teachers on their burnout level in three syndromes of Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). The participants of this study were 250 (124male and 126female) English teachers of primary, secondary, high school, and university level. A demographic questionnaire and Maslach Burnout Inventory-Educator Survey (MBI-ES) was employed to collect the data concerning the three dimensions of emotional exhaustion, depersonalization, and reduced personal accomplishment. Descriptive statistics, one sample t-test and one way ANOVA were used in the data analysis process. The findings showed that there is no significant difference between male and female teachers and their burnout level as well as married and single teachers. Moreover, the findings showed that education level of teachers significantly influenced their burnout level in all three syndromes.



Burnout, gender, education level, marital status, EFL teachers

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