Burnout among Chinese EFL university instructors: a mixed-methods exploration of school climate, job demands, and emotion regulation

The findings underscore that both work environment characteristics (school climate and job demands) and personal resources (emotion regulation) are crucial in understanding EFL teacher burnout in the Chinese university context. The integrated results highlight the importance of fostering positive, supportive school climates that promote autonomy and recognize teaching excellence, alongside providing resources and support to help instructors manage job demands and enhance their emotion regulation skills.