Document Type : Research Paper

Authors

• Raziyeh Fallah ¹
• Azizeh Chalak ²
• Hossein Heidari Tabrizi ³

¹ Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran. Instructor at Science and Art University Yazd, Iran.

² English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran

³ Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

Abstract

Following an explanatory sequential design, this study explored the possible association between the Professional Identity (PI) of Iranian female EFL university teachers in the Habitual Burnout (HB) phase and their Emotional Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) was developed to investigate the promising relationships. In the subsequent less-weighted qualitative phase, their comments regarding the associations determined were analyzed to evaluate the model and seek remedies to help female EFL university teachers in the HB phase. To collect the required data from 67 conveniently selected Iranian female EFL university teachers in the HB phase, the Burnout Assessment Tool, Emotional Intelligence Scale, and PI Scale for Iranian English Teachers were employed. The results showed a significant causal relationship between the PI and EQ of the participants, and the findings of the interviews confirmed the causal association, providing some suggestions for female EFL university teachers to help them handle their severe burnout levels. The findings may provide implications for university EFL teachers, curriculum designers of TEFL education, and educational psychologists.

Keywords

• Emotional quotient
• Female EFL teachers
• Gender
• Habitual burnout
• Professional identity

Main Subjects

• English language learning