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چکیده
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The present study investigated the relationship among EFL teachers’ classroom management strategy, self-efficacy, burnout and their students’ L2 achievement. To this end, 82 high school teachers from Hamadan who taught English in the third-grade of high school completed three likert-scale questionnaires,AttitudesandBeliefs on Classroom Control Inventory (ABCC Inventory) (Martin, Yin, & Baldwin, 1998),Maslach Burnout Inventory – Educator’s survey (MBI-ES) (Maslach, Jackson, &Leiter (1996), and Teacher’s Self-Efficacy Scale (TSES) (Tschannen& Hoy, 2001). Moreover, the scores of participating teachers' students (N = 1932) on the English midyear exams were collected. The results of three Pearson Product Moment correlations revealed that there was: a) a significant positive relationship between the teachers’ classroom management and their students’ L2 achievement, b) a significant positive relationship between the teachers’ self-efficacy and their students’ L2 achievement, and c) a significant negative relationship between the teachers’ burnout and their students’ L2 achievement. Furthermore, the results of multiple regression analysis indicated that EFL teachers’ self-efficacy was the strongest predictor of students’ L2 achievement. Finally regarding the possible relationship between each component of EFL teacher’s burnout components (emotional exhaustion (EE), personal accomplishment (PA), depersonalization (DP)) and their students’ L2 achievement, the results of three Pearson Product Moment correlations revealed that there was a significant correlation between the above-mentioned three teachers’ burnout components and their students’ L2 achievement and the results of multiple regression analysis indicated that EFL teachers’ emotional exhaustion (EE), was the strongest predictor of students’ L2 achievement.
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