OCCUPATIONAL BURNOUT AND TEACHING EFFECTIVENESS AMONG EFL FACULTY MEMBERS IN SAUDI UNIVERSITIES: A CORRELATIONAL STUDY

Author: Amal Awad Alrashidi

ABSTRACT

This study examined the levels of occupational burnout and teaching effectiveness, and the Correlation between them, among EFL faculty members in three Saudi universities. A quantitative descriptive-correlational design was employed. The sample consisted of 91 EFL faculty members selected from Taibah University, Prince Muqrin University, and the University of Hail. Data were collected using the Maslach Burnout Inventory–Educators Survey (MBI-ES) and the Lecturer Teaching Effectiveness Scale (LTES). The findings revealed a moderate overall level of occupational burnout, with moderate emotional exhaustion, low depersonalization, and high personal accomplishment. Teaching effectiveness was rated high across teaching delivery and classroom interaction, course design and assessment, and engagement and support. Correlation analyses indicated a statistically significant negative relationship between occupational burnout and teaching effectiveness, suggesting that increased burnout is associated with lower instructional effectiveness among EFL faculty members.

Keywords: Occupational Burnout, Teaching Effectiveness, Higher Education.

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