job stress and burnout among iranian high school efl teachers

Teachers’ burnout is one of the most important issues that tend to influence the quality of teachers’ work. job stress has also been identified as an influential factor in teachers’ teaching quality existing more or less in the workplace, i.e. classrooms. given the importance of these two factors in one’s teaching success, this study was an attempt to examine the relationship between high school efl teachers’ job stress and their burnout in golestan province, iran. to this end, a group of 186 teachers were asked to respond to translated versions of maslach burnout inventory and health safety executive questionnaire. in addition, the moderating role of gender was examined to see how this relationship could be different for male and female teachers. the collected data were analyzed by means of relevant statistical analyses, namely pearson correlation and anova. the obtained results revealed that there was no significant relationship between efl teachers’ job stress and burnout, which are somehow contrary to previous studies. the results of one-way anova indicated that gender could not affect the relationship between job stress and burnout among efl teachers. the findings of this study carry a number of implications for teachers and administrators as well as some suggestions for further studies. among from them is the idea that teachers’ burnout is not the resultant outcome of the sole job stress. instead, there exist some other factors which appear to mediate between job stress and burnout and hence need to be identified and controlled.