Teachers’ burnout in the EFL setting: The correlation between burnout level and the years of teaching experience

This study examines teachers’ burnout in a prestigious private school across career stages using the Maslach Burnout Inventory (MBI), assessing emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). Data were collected from 31 administrator teachers divided into three experience groups: early-career (<5 years, n=6), mid-career (5-10 years, n=10), and veteran (>10 years, n=15). Participants completed the MBI survey using a 0-6 Likert scale, with total scores calculated for each subscale.Results revealed distinct patterns: Early-career teachers showed severe burnout (EE=21.17, DP=17.83, PA=30.67), indicating high stress during professional transition. Mid-career teachers demonstrated moderate improvement (EE=20.40, DP=12.7, PA=31.1), suggesting developing coping skills. Experienced teachers displayed higher accomplishment (PA=34.10) but renewed detachment (DP=16.27), reflecting long-term adaptation.The non-linear burnout progression highlights the necessity for career-phase-specific support. This study emphasizes the importance of thorough burnout assessment in educational contexts and offers a framework for focused wellbeing interventions.