On the Relationship between Iranian EFL Teachers’ Preference of Continuing Professional Development Strategies and Their Level of Burnout

Throughout the past decade, assessing and reducing teachers’ burnout has become a significant concern in educational settings to promote teachers’ accountability and, in turn, students’ success. In view of that, this study aimed to investigate significant connections between teachers’ practices and preferences of Continuing Professional Development (CPD) strategies and their burnout. To this aim, the Maslach Burnout Inventory (MBI) and Continuing Professional Development (CPD) questionnaires were distributed among 209 EFL Iranian English school teachers. Data were collected by sharing the questionnaire google form’s link in Telegram, and WhatsApp. The results revealed that there was a negative significant relationship between overall CPD and overall burnout. Moreover, reflecting construct was shown to have the highest negative relationship with overall burnout, though updating construct was proved to be not a significant predicting power of burnout. Thus, it can be concluded that EFL teachers’ practices and preferences of CPD programs can significantly reduce their burnout.