Teachers are seen as a key component of educational institutions in the current day and are in charge of the advancement of education. It should be noted that educators play a crucial part in creating and delivering a meaningful and successful curriculum. Numerous educational environments have publicly acknowledged the important role that teacher-related variables play in influencing instructors' performance and students' learning outcomes. To further examine the inter-connections between individual teacher constructs in English as a Foreign Language (EFL) contexts, this study explored the role of metacognition and emotion regulation in predicting teacher burnout in the Iraqi Kurdistan region EFL context. In so doing, a sample of 108 EFL teachers completed a survey containing the three valid scales measuring these constructs. For this purpose, three questionnaires, metacognition, burnout, emotion regulation were distributed respectively to collect the data. Then Pearson correlations and linear regression were run to analyze the data. Statistical analysis of the data also demonstrated that there is a significant correlation between burnout and metacognition. Besides, the significant correlation between burnout and emotion regulation is proved. Although both variables had a unique effect on teaching burnout, teacher metacognition turned out to be a stronger predictor of burnout.
