Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Idris, Nurul Faadhilati
Unknown Affiliation
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Burnout among EFL Teachers in Indonesia: Prevalence, Triggers, and Strategies Lilis Khopifah; Idris, Nurul Faadhilati; Nasution, Tsarwan Kasyfillah; Reza Anis Maulidya
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.9131

Abstract

This study investigates the prevalence, triggers, and coping strategies related to burnout among English as a Foreign Language (EFL) teachers in Indonesia. Using a mixed-methods design, data were collected through a survey of 50 EFL teachers and follow-up interviews with 10 participants. Findings from the adapted Maslach Burnout Inventory–Educators Survey (MBI-ES) reveal moderate emotional exhaustion (45%), low depersonalization (17%), and lower levels of personal accomplishment (33%). Guided by the Job Demands–Resources (JD-R) and Conservation of Resources (COR) frameworks, the study identifies key burnout triggers, including academic pressures (85%), emotional demands (84%), organizational factors (77%), and economic concerns (78%). Despite experiencing emotional strain, teachers generally maintain stable instructional performance, reflected in consistent lesson delivery and classroom management. To cope with burnout, teachers primarily rely on personal well-being routines, social support, and self-management strategies, while institutional support remains limited and inconsistent. Overall, the findings underscore the need for stronger systemic and organizational support to enhance teacher well-being and sustain effective EFL instruction in Indonesia.
Co-Authors Lilis Khopifah Nasution, Tsarwan Kasyfillah Reza Anis Maulidya