EFL instructors' burnout in online education: Preparatory school case in Itanbul

The primary aim of this study was to explore the experience of burnout among English as a Foreign Language (EFL) instructors in Istanbul in online education, focusing on three distinct dimensions that are Depersonalization, Emotional Exhaustion and Reduced Personal Accomplishment (DP, EE and PA). Additionally, the study also explored whether certain demographic factors, including gender, institutional type, academic degree, prior training exposure, and teaching experience, influenced the levels of burnout experienced across the three dimensions (DP, EE, and PA). Furthermore, the study attempted to identify the factors contributing to burnout, as perceived by EFL instructors. A total of 169 EFL instructors participated in the survey, providing quantitative data, while 11 EFL instructors took part in a focus group. The findings indicated that EFL teachers experience moderate levels of Depersonalization, Emotional Exhaustion, and Reduced Personal Accomplishment. Notably, the findings did not reveal any significant correlation between burnout experiences and demographic variables. Lastly, insights from the focus group interviews disclosed that, students' lack of motivation, limited interaction, and reduced engagement were identified as key factors contributing to teachers' feelings of exhaustion.