The relationship between experiential avoidance, self-compassion and EFL teachers' emo-educational divorce

Abstract The term "emo-educational divorce" refers to a relatively new phenomenon in which students and teachers alike stop caring about education altogether, or at least one specific course. Helping educators and school officials mitigate the detrimental impacts of this phenomenon and improve the quality of instruction is its primary function. This study set out to investigate the connection between emo-educational divorce, mindful self-compassion, and experiencing avoidance. A total of 352 educators from various academic backgrounds completed the self-compassion, experiential avoidance, and emotional-educational divorce surveys. For both descriptive and inferential statistics, the findings were evaluated with SPSS and LISREL. Researchers found that instructors' levels of self-compassion and experience avoidance were positively correlated with emo-educational divorce. Teaching motivation had a favorable effect on teacher success, whereas burnout had a negative one, as indicated by the path analysis models. On the other hand, there was no statistically significant association between teachers' indirect success and their burnout. The study concludes by exploring the concept of emo-educational divorce, its potential origins, and the implications it has for future investigations. Keywords: Burnout, Emo-educational divorce, Emotional regulation, Experiential avoidance, Mindful Self-Compassion, Psychological Flexibility, Teacher well-being