Mükemmeliyetçilik, reflektif düşünme ve tükenmişlik arasındaki bağlılık: Mükemmeliyetçilik yabancı dil olarak İngilizce öğretiminde Türk öğretmenlerde mesleki tükenmişliğe yol açmakta mıdır?

This present study investigated the relationships between perfectionism, reflection, and burnout among Turkish EFL teachers working as instructors in higher education, concurrently exploring their perceptions regarding these constructs. Employing a mixed-method design, quantitative data were collected from 519 teachers across various universities in Türkiye implementing questionnaires, with qualitative data gathered through open-ended questions (n=330) and semi-structured interviews (n=12). Quantitative data was analyzed by employing descriptive, correlation, and multiple regression analysis, while thematic analysis was implemented for qualitative analysis. Initial findings revealed a positive correlation between perfectionism and burnout, while burnout and reflection correlated negatively. Regression analyses identified self-critical perfectionism as a prominent predictor of burnout among the variables, while certain reflective practices emerged as protective factors. The findings of qualitative data unveiled two main categories regarding the perceptions of participants: drivers of challenges (e.g., workload, student disengagement) and coping mechanisms (e.g., colleague-oriented feedback, self-reflection). The findings highlighted the value of fostering a balance in perfectionist tendencies and incorporating reflective practices in teacher training and in-service training programs. Lastly, the results and limitations were discussed in the context of relevant literature, presenting implications and suggestions for future research.