Teachers’ Vision of an Ideal Young Learners of English (YLE) Classroom Environment and Prediction of Teacher Burnout

Articles in Press

Document Type : Research Article

Authors

• Mohammad Hadi Mahmoodi
• Narges Zareian

Department of English, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran

https://doi.org/10.22067/lts.2025.94704.1370

Abstract

Research suggests teachers’ professional vision influences motivation, while vision-reality discrepancies predict burnout. This study investigates the vision-burnout relationship among young learner EFL teachers, drawing on the L2 Motivational Self-System framework. The study examines this connection and identifies implementation barriers. Using mixed-methods, the researchers collected data from 347 teachers via burnout and vision questionnaires, supplemented by focus group interviews with 40 novice YLE teachers. The quantitative analysis revealed vision significantly predicted depersonalization and reduced personal accomplishment. The qualitative findings highlighted contextual challenges in achieving ideal teaching environments. The results demonstrate that EFL teachers’ classroom vision is a dynamic, multifaceted construct influenced by contextual, institutional, and personal factors. The study advances understanding of teacher motivation by clarifying how professional vision interacts with workplace realities in young learner contexts. The findings emphasize the importance of addressing vision-reality gap in teacher development programs to support wellbeing and job satisfaction.

Keywords

• Burnout
• vision
• ideal classroom
• Teaching English to Young Learners (TEYL)
• EFL teachers

Main Subjects

• Language Education