The Impact of Tertiary EFL Teachers’ Professional Identity on Job Burnout in Hubei Province China

Authors

  • Jing Zhao College of Foreign Language Studies, Hubei Normal University, 435002 Hubei Province, China Faculty of Business, Information and Human Sciences, Infrastructure University Kuala Lumpur (IUKL), 43000 Selangor, Malaysia.
  • Siti Maziha Mustapha Faculty of Business, Information and Human Sciences, Infrastructure University Kuala Lumpur (IUKL), 43000 Selangor Malaysia.
  • Jun Wang College of Foreign Language Studies, Hubei Normal University, 435002 Hubei Province, China.

DOI:

https://doi.org/10.53935/2641-533x.v3i3.145

Keywords:

Tertiary EFL teachers, Professional identity, Job burnout

Abstract

In order to explore the relationships of tertiary EFL teachers’ professional identity and job burnout, a quantitative survey was conducted on 565 tertiary EFL teachers in Hubei Province in central China. The results indicated that teachers with different educational background and teachers teaching different types of students experience different levels of burnout; Tertiary EFL teachers’ professional identity were significantly negatively related to their job burnout; The valence and self-presentation in professional identity can be used to predict teachers’ job burnout. Therefore, tertiary EFL teachers should try to enhance their occupational belongings so as to alleviate their current job burnout and promote their sustainable development.

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Published

2020-10-19

How to Cite

Zhao, J. ., Mustapha, S. M. ., & Wang, J. (2020). The Impact of Tertiary EFL Teachers’ Professional Identity on Job Burnout in Hubei Province China. International Journal of Educational Studies, 3(3), 97–105. https://doi.org/10.53935/2641-533x.v3i3.145

Issue

Vol. 3 No. 3 (2020)

Section

Articles