An Investigation of Foreign English Teachers' Burnout in Taiwan

• Main Authors: Hsiu Chen Wu, 吳秀珍
• Other Authors: Margaret Chen
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/s35485

碩士 === 文藻外語大學 === 外語文教事業發展研究所 === 106 === An Investigation of Foreign English Teachers’ Burnout in Taiwan Abstract This study aims to investigate the burnout levels (e.g., Emotion Exhaustion, Depersonalization, and reduced Personal Accomplishment) among the foreign English teachers who worked in cram schools or language institutions in Taiwan. Moreover, the study seek to identify the foreign English teachers’ personal demographics (e.g., gender, marital status, age, educational background, number of years of teaching in Taiwan, number of hours taught, Presence or co-teaching of Chinese teachers (presence or lack of Chinese teachers in the room), and working with or without foreign managers) (nationality of manager) that may have any significant effect on their burnout levels. Probability and non-probability sampling technique (i.e., simple random sampling and snowball sampling, respectively) were employed for the quantitative research by utilizing Maslach Burnout Inventory-Education Survey (MBI-ES) and a demographic questionnaire. The phenomenological approach was employed for the qualitative research by collecting the open-ended questions’ statements from the foreign English teachers. There were 153 viable responses from four cities and four counties in Taiwan. In summary, the results of the quantitative research indicated the foreign English teachers experienced a low level of burnout on the dimension of Depersonalization and a moderate level of burnout on the dimension of Emotional Exhaustion and reduce Personal Accomplishment. There were significant differences on the demographic factors of marital status and educational background and teachers’ burnout in terms of reduced Personal Accomplishment. However, there were no significant differences between the factors of gender, marital status, age, educational background, teaching experience in Taiwan, weekly teaching hours, teaching with or without Chinese teachers, and working with or without foreign managers on the dimension of Emotional Exhaustion and Depersonalization. Based on the qualitative research, the top three primary sources of the foreign English teachers’ burnout were students, the foreign English teachers themselves, and administration. Moreover, the most stressful experiences that led to the foreign English teachers’ burnout came from the administration, students, and themselves, in that order. As a result, it is recommended that the foreign English teachers, administration, and government agencies (e.g. Ministry of Education and Ministry of Labor) take notice of the burnout issues that may affect the quality of English education in cram schools and language institutions in Taiwan, and identify ways to address them to ensure effective teacher performance. Keywords: burnout, Maslach Burnout Inventory-Education Survey (MBI-ES), Emotional Exhaustion, Depersonalization, reduced Personal Accomplishment, foreign English teachers in Taiwan