Résumé:
Teacher burnout represents a critical issue within educational contexts, especially for instructors who navigate unique challenges related to teaching English as a Foreign Language (EFL). This case study explores the depth of burnout among EFL teachers and its subsequent influence on classroom management practices and student engagement. The aim is to understand how burnout manifests in EFL classroom environments and affects both teacher performance and student behavior. This study employs a qualitative case study approach, focusing on a purposive sample of five EFL teachers. Data were collected through detailed questionnaires and comprehensive interviews, providing rich insights into the teachers' experiences and perceptions. The findings reveal a spectrum of burnout levels among participants: 20% exhibited high burnout, 40% moderate burnout, and 40% low burnout. Class size emerged as a critical factor, with larger classes contributing to higher levels of burnout. Teachers experiencing high burnout adopted inconsistent and reactive classroom management strategies, leading to reduced student engagement and increased behavioral issues. In contrast, low burnout teachers demonstrated effective communication and proactive management techniques, resulting in higher student engagement.
These findings underscore the pivotal role that teacher well-being plays in creating a positive learning environment, particularly within EFL contexts where language barriers and cultural differences can intensify stress. This case study highlights the urgent need for educational institutions to address teacher burnout through targeted support mechanisms, such as reducing class sizes and providing professional development focused on stress management and cultural competence. The study's insights offer valuable implications for enhancing EFL educational practices and support systems.
