THE RELATIONSHIP BETWEEN EFL TEACHERS’ BURNOUT AND THEIR CLASSROOM MANAGEMENT

Abstract

        The aim of this study is to investigate the relationship between English as a Foreign Language (EFL) teachers’ burnout and their classroom management. This study includes English language teachers who have different experiences and different ages work at different foundation universities in a city of Turkey. The data of this descriptive survey study was collected via the Maslach Burnout Inventory-Educator’s survey developed by Maslach et al. (1996) and a semi- structured interview questions as a qualitative tool were used in order to gain deeper insights. The findings of data was measured by statistics program (SPSS). The findings were disscussed in the light of the relevant literature and research findings offered some implications for EFL teachers. The results imply a positive correlation between burnout among English as a Foreign Language (EFL) teachers and their efficacy in classroom management. As burnout levels rise, the challenges associated with classroom management also increase. The stressful situations highlighted by teachers are likely to complicate the teaching process, particularly in terms of classroom management, as they embark on their teaching duties.