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ERIC Number: EJ1468639
Record Type: Journal
Publication Date: 2025
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0143-4632
EISSN: EISSN-1747-7557
Available Date: 0000-00-00
Straddling Burnout and Resilience: A Q Methodology Study among High School EFL Teachers
Journal of Multilingual and Multicultural Development, v46 n2 p485-502 2025
Amidst the recent positive psychology trend, teacher resilience has captured increasing scholarly attention, while burnout remains a significant, negative construct in teachers' emotional spectrum. Research on burnout and resilience among teachers teaching English as a foreign language (EFL) is especially scant. In this study, we explored the psychological profiles of 40 EFL teachers in terms of their experience of burnout and resilience. Q methodology was first employed to collect data from 40 high school EFL teachers, the findings of which were complemented by interviews with nine of the participants. The findings showed three main profiles of the teachers: resilient with person-environment equilibrium and a sense of accomplishment, goal-oriented with tenacity and signs of burnout, and emotionally sensitive and burned out with small likelihood to bounce back. Based on this novel attempt to delve into the co-presence of various degrees of burnout and resilience among teachers, implications for teachers and school administrators are finally discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Maslach Burnout Inventory
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Foreign Languages, Hanshan Normal University, Chaozhou, People’s Republic of China; 2College of Liberal Arts, Shantou University, Shantou, Guangdong, People’s Republic of China