Investigating the Effects of Preparation for High Stakes Exams on Burnout Levels of Turkish EFLTeachers

Teachers serve as key figures in education, bringing energy and dynamism to the teaching and learning process. One critical factor for effective teaching in foreign language schools is the presence of highly motivated instructors. Consequently, their enthusiasm and job satisfaction play a significant role in shaping the effectiveness of language instruction. However, burnout—affecting teachers emotionally, physically, and psychologically—can hinder their performance and adversely impact their interactions with students and colleagues. This study aimed to identify the primary causes of teacher burnout and examine how preparing learners for high-stakes exams influences burnout levels among EFL (English as a Foreign Language) teachers. The study employed a phenomenological approach, a type of qualitative research design, and involved nine EFL teachers from seven state secondary schools in Sivas, Türkiye. Participants were selected through convenience sampling, a non-probability sampling method. Data were gathered through semi-structured interviews, which were developed by the researcher following a literature review and then reviewed and revised by two experts. The interviews were conducted via Zoom at times convenient for the participants, and the resulting data were analyzed using content analysis. The findings indicated that administrative issues, student-related factors, and societal and parental attitudes were the primary contributors to burnout among EFL teachers. Regarding high-stakes exams, factors such as the lack of communicative teaching, students' preparedness, and pressure from parents and school administrators were identified as major contributors to teacher burnout.