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Title
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Professional identity and psychological capital as determinants of EFL teachers’ burnout: the mediating role of self-regulation
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Type
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JournalPaper
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Keywords
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professional identity, psychological capital, self-regulation, burnout, English as a Foreign Language (EFL), Structural equation modeling
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Abstract
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This study delves into the intricate web of relationships among professional identity, psychological capital, self-regulation, and burnout in a cohort of 434 English as a Foreign Language (EFL) educators. Employing validated measures and structural equation modeling, we unravel these critical connections. Professional identity emerges as a robust predictor, significantly linked to reduced burnout. Additionally, psychological capital exerts a positive influence on self-regulation, highlighting its significance within the EFL teaching context. Self-regulation, in turn, negatively impacts burnout. Mediation analysis solidifies the role of self-regulation: it partially mediates the relationship between professional identity and burnout and fully mediates the connection between psychological capital and burnout. This research deepens our comprehension of EF
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Researchers
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Jalil Fathi (First Researcher), Habib Soleimani (Third Researcher), Milad Naderi (Second Researcher)
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