Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation

Jalil Fathi, Vincent Troy Greenier* (Corresponding Author), Ali Derakhshan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

117 Citations (Scopus)


To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences of teacher reflection and teacher self-efficacy on teacher burnout. Collecting data from a sample of 238 Iranian EFL teachers, a structural equation modeling (SEM) was embarked on to test
the hypothesized relationships. The data of the study were gathered through the participants’ responses to the four questionnaires related to the four variables under investigation (i.e., teacher self-efficacy, reflection, burnout, and emotion regulation variables). The outcomes of a confirmatory factor analysis (CFA) verified the fitness of the used questionnaires and the structural model. Considering the centrality of teachers’ affective status in how they deal with reform initiatives, it is hoped that our results can contribute to the understanding of how teachers can take practical measures to monitor their emotional states in EFL education in Iran and in the broader international context. Additionally, EFL teacher preparation programs should consider more practical strategies to enhance efficacy beliefs, emotion regulation, and reflection for pre-service teachers.
Original languageEnglish
Pages (from-to)13-37
Number of pages25
JournalIranian Journal of Language Teaching Research
Issue number2
Early online date1 Jul 2021
Publication statusPublished - 1 Jul 2021


  • teacher reflection
  • teacher self-efficacy
  • burnout
  • emotion regulation
  • EFL teachers


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