Open AccessThe Impact of Tertiary EFL Teachers’ Professional Identity on Job Burnout in Hubei Province China
Author(s) -
Jing Zhao,
Siti Maziha Mustapha,
Jun Wang
Publication year - 2020
Publication title -
international journal of educational studies
Language(s) - English
Resource type - Journals
ISSN - 2641-533X
DOI - 10.53935/2641-533x.v3i3.145
Subject(s) - burnout , psychology , china , identity (music) , medical education , school teachers , pedagogy , medicine , clinical psychology , political science , physics , acoustics , law
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.