Abstract The current mixed method study attempted to explore the relationship between EFL teachers' perception of organizational justice and burnout, and the effect of academic degree, gender, and years of teaching experience on the two variables. To this aim, 138 teachers took the Organizational Justice Scale, and Maslach Burnout Inventory-Educator’s Survey (MBI-ES). Whereas the results of four T-tests revealed the non-significant effect of academic degree and gender on the two variables, three levels of years of experience showed a difference between Mid and High levels regarding burnout, and a difference between Mid and Low levels concerning perception of organizational justice (two separate one-way ANOVAs). Moreover, Pearson Product Moment illustrated a negative relationship between perception of organizational justice and burnout. Finally, 25 teachers participated in a semi-structured interview about factors causing burnout. Based on the results of the interview, low payment, lack of job security, unprofessional and unfriendly environment, not understanding the teachers' personal and emotional conditions, mismanagement and disorder, restrictive rules, heavy workload, and long working hours were the most important factors which contribute to EFL teachers’ burnout. Furthermore, their views about the effect of academic degree, years of experience, and gender on the rate of burnout are presented and discussed in the paper.
