The roles of teacher growth mindset and resilience in predicting burnout among Chinese EFL teachers: a mediation model including teaching motivation

Understanding the relationship between psychological factors and teacher burnout is essential for supporting EFL educators’ well-being. This study examines the direct and indirect effects of teacher growth mindset and resilience on burnout among Chinese English as a Foreign Language (EFL) teachers (n = 557). Employing structural equation modeling (SEM), the analysis reveals that both growth mindset and resilience directly contribute to reduced burnout, highlighting their protective roles. Furthermore, teaching motivation emerges as a partial mediator in these relationships. These findings underscore the significance of fostering a growth mindset, resilience, and intrinsic motivation among EFL teachers to mitigate burnout and promote their overall well-being. The study offers valuable insights into the psychological factors influencing teacher burnout within the specific context of Chinese EFL education.