Akademik Veri Yönetim Sistemi
15th METU International ELT Convention, Ankara, Türkiye, 10 - 11 Mayıs 2024, ss.67
This qualitative study explores how perfectionism shapes Turkish English as a
Foreign Language (EFL) teachers’ burnout working at Ministry of National
Education (MoNE) schools in Türkiye. Through semi-structured interviews, the
study investigated the perceptions of Turkish EFL teachers regarding perfectionism
and burnout during their teaching experiences. The findings unearthed the internal
and external struggles (e.g., high expectations and self-perception, student-teacher
dynamics, educational policies, and systemic challenges), societal influences
(e.g., parental involvement, school atmosphere, and culture), and adaptive
coping strategies (e.g., seeking guidance from colleagues, lesson preparation
and adaptation) employed by the participants as they strive for perfection in their
teaching performance and interactions with students. It was revealed that having
a perfectionist mindset, expectations of their families, and perceived pressure
from the workload and job demands, along with the school environment, lead to
burnout in the EFL teachers. In light of the burnout experienced by the in-service
EFL teachers and the impact of perfectionism on their language teaching journey,
the need for targeted interventions and support tailored specifically for Turkish
EFL teachers is suggested. In-service teacher training programs organized within
MoNE should address the emotional dimensions of language teaching, focusing
on strategies to manage perfectionism and reduce burnout. By amplifying the
voices and experiences of the in-service EFL teachers, this study contributes to a
deeper understanding of their inner landscapes and provides practical implications
for fostering resilience and well-being in Turkish EFL teachers.
Keywords: Perfectionism, occupational burnout, in-service teachers, English as a
foreign language, teacher development, well-being