Investigating Fixed and Growth Teaching Mindsets and Self-Efficacy as Predictors of Language Teachers' Burnout and Professional Identity
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| Title: | Investigating Fixed and Growth Teaching Mindsets and Self-Efficacy as Predictors of Language Teachers' Burnout and Professional Identity |
|---|---|
| Language: | English |
| Authors: | Nourollah Zarrinabadi (ORCID |
| Source: | Language Teaching Research. 2026 30(4):1719-1737. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Language Teachers, Teacher Burnout, Professional Identity, Teacher Attitudes, Self Efficacy, Predictor Variables, English (Second Language), Second Language Instruction, Foreign Countries, Private Education, Burnout, Measures (Individuals), Beliefs |
| Geographic Terms: | Iran |
| Assessment and Survey Identifiers: | Maslach Burnout Inventory |
| DOI: | 10.1177/13621688231151787 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Learning about the factors that play a positive or negative role in language teachers' dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers' mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher self-efficacy positively predicted personal accomplishment and teacher professional identity. The implications for future research in the field are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502915 |
| Database: | ERIC |
| Abstract: | Learning about the factors that play a positive or negative role in language teachers' dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers' mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher self-efficacy positively predicted personal accomplishment and teacher professional identity. The implications for future research in the field are presented. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231151787 |
