BURNOUT TO EMPOWERMENT: TRANSFORMATIVE LEARNING PATHWAYS IN EFL TEACHERS
DOI:
https://doi.org/10.66345/stj.v4i1.4833Keywords:
EFL teachers, burnout, transformative learning, resilience, empowerment, professional development, identityAbstract
Teacher burnout has emerged as one of the most pressing challenges in English as a Foreign Language (EFL) education, influencing teacher performance, learner outcomes, and institutional effectiveness. Recent scholarship demonstrates that transformative learning—through reflection, emotional awareness, and identity reconstruction—offers a pathway from burnout to empowerment. Drawing upon nine peer-reviewed studies published between 2022 and 2025, this article explores (a) the causes and early indicators of burnout, (b) the psychological and emotional mechanisms mediating resilience, (c) the role of transformative learning and identity work in empowerment, and (d) practice-embedded strategies that sustain teacher well-being. The findings underscore the significance of reflective practice, growth mindset, collegial collaboration, and continuous professional learning communities in cultivating empowered EFL teachers capable of thriving amid pedagogical and technological change.
Downloads
References
1. Chiu, Y.-Y. (2025). Transformative learning: Reflection on the emotional experiences of schoolteachers during and after the pandemic. Frontiers in Education, 10, 1486449. https://doi.org/10.3389/feduc.2025.1486449
2. Chang, H., Xie, Y., & Chen, L. (2022). Stress and burnout in EFL teachers: The mediator role of emotion regulation and teaching efficacy. Frontiers in Psychology, 13, 880281. https://doi.org/10.3389/fpsyg.2022.880281
3. Hossain, K. I., Rahman, M. S., & Yasmin, F. (2025). Teacher well-being and burnout in English language teaching: A global synthesis. Teaching and Teacher Education, 135, 104365. https://doi.org/10.1016/j.tate.2025.104365
4. Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass. (Reprinted summary available on ResearchGate, 2018)
5. Parker, V. (2025). Exploring the landscape of EFL teachers’ professional development through teacher research groups. Asia-Pacific Journal of Language Education, 32(2), 2562410. https://doi.org/10.1080/29984475.2025.2562410
6. Shen, Y., Zhang, L., & Chen, X. (2025). The roles of teacher growth mindset and resilience in burnout among Chinese EFL teachers. Humanities and Social Sciences Communications, 12(1), 60–31. https://doi.org/10.1057/s41599-025-06031-z
7. Usmanova, N. X. (2025a). Teacher burnout in EFL classrooms: Causes, consequences, and coping strategies. International Journal of Formal Education, 4(4).
8. Usmanova, N. X. (2025b). Early signs of professional burnout: The practicum experience of pedagogy students. International Journal of Formal Education, 4(5).
9. Zhou, J., Liu, H., & Fang, R. (2025). A case study of novice EFL teachers in China: Identity development and agency through inquiry. Behavioral Sciences, 15(8), 1050. https://doi.org/10.3390/bs15081050
