The Impact of Tertiary EFL Teachers’ Professional Identity on Job Burnout in Hubei Province China

Abstract

In order to explore the relationships of tertiary EFL teachers’ professional identity and job burnout, a quantitative survey was conducted on 565 tertiary EFL teachers in Hubei Province in central China. The results indicated that teachers with different educational background and teachers teaching different types of students experience different levels of burnout; Tertiary EFL teachers’ professional identity were significantly negatively related to their job burnout; The valence and self-presentation in professional identity can be used to predict teachers’ job burnout. Therefore, tertiary EFL teachers should try to enhance their occupational belongings so as to alleviate their current job burnout and promote their sustainable development.

English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their Professional Identity

“…They argued that teacher self-efficacy mediates the correlation between teacher burnout and teacher professional identity. Zhao et al (2020) , in another study, found that Chinese teachers’ professional identity, particularly valence and self-presentation, are significantly and negatively correlated with teacher burnout. They argued that once instructors have the feeling that instruction is fascinating, and see the value in education, they are less likely to get bored in their job.…”