Rooted in the socio-cognitive theory, teacher self-efficacy has been defined as individual teachers' beliefs in his/her own ability to plan, organize and carry out activities that are required to attain given educational goals. Over the recent two decades the teacher education literature has shown a growing interest in teacher self-efficacy in mainstream education. However, this construct has not been adequately addressed in EFL contexts. The purpose of the current study was to explore relations between teacher self-efficacy on the one hand and emotional exhaustion and depersonalization as the central elements of burnout on the other hand. participants were 542 Iranian EFL teachers, a relatively representative sample from various parts of the country. The collected data were analyzed through structural equation modeling using Mplus program.
