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<p>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 (<i>n</i> = 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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月21日

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  • Yumin Shen,
  • Hongyu Guo

摘要

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.