Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation strategies were negative predictors of teachers’ burnout, suppression strategies were positive predictors of burnout. Implications regarding how to protect teachers against burnout are presented based on the findings of the study.

中文翻译：

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保护语言教师免遭倦怠：教学心态、教学毅力和情绪调节的作用

考虑到一般教师职业，特别是外语教学的高要求和压力，英语作为外语（EFL）的教师很容易出现倦怠，这可能会给教师和学生带来不利后果。因此，了解哪些因素可以防止英语教师出现职业倦怠非常重要。本研究调查了成长型教学心态、教学毅力和情绪调节这三个个体差异因素在英语教师倦怠中的作用。数据通过便利抽样从 218 名 EFL 教师中收集。回归分析和相对权重分析的结果表明，成长型教学心态和教学毅力对职业倦怠有负向预测作用。此外，重新评估情绪调节策略是教师倦怠的负面预测因素，而抑制策略则是教师倦怠的积极预测因素。根据研究结果提出了如何保护教师免受职业倦怠的影响。