Burnout in Thai EFL Teachers: Examining Key Dimensions and Contributing Factors in Primary and Secondary Education
DOI:
https://doi.org/10.17507/jltr.1606.36Keywords:
teacher burnout, emotional exhaustion, Thai EFL teachers, burnout factors, Thai basic educationAbstract
The study investigates burnout in Thai EFL teachers in Thai basic education settings. Data were collected through the Maslach Burnout Inventory-Exhaustion Scale (MBI-ES) and semi-structured interviews to understand the three dimensions of burnout. The participants were 120 English teachers in primary and secondary schools in Northeastern Thailand. The findings showed that emotional exhaustion recorded the highest levels of individual burnout, followed by depersonalisation and reduced personal accomplishment. Respondents who had experienced burnout were more likely to be prone to the emotional burdens of their teaching role, highlighting the emotional toll their position can take. Higher levels of burnout were also observed in teachers who were married, and had a high level of education and less teaching experience. The qualitative analysis also indicated that non-instructional workload, hostile work environment, student misbehaviour and limited administrative support were crucial contributors to burnout. This occupational stress led to emotional exhaustion and reduced job satisfaction, which affected the teachers’ general well-being. The results suggest that burnout may be remedied through interventions specifically focused on workload and the work environment, as well as strengthening the administrative support teachers receive in their roles.
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