english language teachers’ burnout, school climate, satisfaction and efficacy: a predictive mediation model

Research on stress-causing variables in the teaching profession often documents an interplay between teacher burnout and its correlates. this study brings forth concerns about the contribution of teacher/school climate, job satisfaction and self-efficacy as the hypothesized predictors of occupational burnout among efl teachers. using multiple regression analyses, a descriptive correlational model was examined against the survey data collected from a sample of 198 iranian efl teachers. the results showed significant inverse relations between dimensions of teacher/school climate and dimensions of burnout, showing teacher/school climate as a significant negative predictor of burnout (p <.05, r2=.20, β=-.447). the results also revealed the significant role of teacher satisfaction and teacher self-efficacy in predicting aspects of burnout (p <.05). the two variables were also found as mediator of the effect of teaching climate on dimensions of burnout, showing a perspective of interaction between contextual factors and individual resources. given the effects of teacher/school contextual stressors and their direct or indirect influence on teachers’ vulnerability to burnout syndrome, the implications of the findings are discussed in view of teacher training and intervention programs.