On the Relationship between Iraqi EFL Teacher' Autonomy, Job Satisfaction, and Burnout

Abstract

The purpose of the present study was to examine the relationship between Iraqi EFL teacher' autonomy, their job satisfaction and their sense of burnout. The participants of this study were 200 male and female Iraqi EFL teachers who taught English at public schools and language institutes of Al-Diwaniya, Iraq. The participants' ages were range from 24- 45 and they had B.A and M.A. The research design that was used in this research was mainly quantitative and experimental types design for which related data were used to measure and describe the quantitative relationship and the Pearson correlation was made among the variables.   Three instruments were used: First, The Teacher Autonomy Scale (TAS) developed by Çolak (2016) was utilized to measure sampled EFL teachers’ autonomy.  Second, The Teacher Job Satisfaction Scale (Pepe, 2011) which is a questionnaire aimed at measuring job satisfaction that has been specifically developed using in educational contexts. Third, Maslach Burnout Inventory (MBI): consists of 22 items divided into three dimensions, which were evaluated with a Likert-type scale. To test the hypotheses, the Pearson Correlation Analysis parametric tests were used. The results showed that there was a significant relationship between EFL teachers' autonomy and their sense of burnout. Also, the data indicated that there was no significant relationship between EFL teachers' autonomy and job satisfaction. The outcome revealed that there was no significant relationship between EFL teachers' autonomy and job satisfaction.