Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools
Research on teacher burnout is expanding, but its effects on second language acquisition and its relationship with teacher engagement remain underexplored. This thesis examines the impact of burnout among English as a Foreign Language (EFL) teachers on various aspects of teacher engagement, includin...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/79889/ |
| _version_ | 1848801141770420224 |
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| author | Derecskey, Veronika Csilla |
| author_facet | Derecskey, Veronika Csilla |
| author_sort | Derecskey, Veronika Csilla |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Research on teacher burnout is expanding, but its effects on second language acquisition and its relationship with teacher engagement remain underexplored. This thesis examines the impact of burnout among English as a Foreign Language (EFL) teachers on various aspects of teacher engagement, including cognitive-physical, emotional, and social interactions with colleagues and students, based on Klassen et al.’s framework (2013). Following an exploratory study, 31 secondary school English language teachers in Hungary were interviewed. These discussions revealed significant insights into how teacher burnout can affect their engagement, showing that engagement can be negatively, positively, or unaffected. The cognitive-physical aspect was found to be most adversely affected. Interestingly, burnout and engagement were found to coexist, with some teachers experiencing both positive and negative impacts on their engagement.
The study also emphasises the critical role of emotional engagement in language teaching (Gkonou & Mercer, 2017). It highlights the emotional consequences of burnout and its effects on teachers’ daily interactions and over time. Teachers’ narratives illuminate their efforts to manage the consequences of burnout, detailing their broader emotional experiences, coping mechanisms, and techniques for reengaging with their teaching roles. This qualitative study provides important insights from the experiences of EFL teachers in Hungarian secondary education, addressing a significant gap in the existing literature. |
| first_indexed | 2025-11-14T21:02:44Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-79889 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T21:02:44Z |
| publishDate | 2024 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-798892024-12-10T04:40:12Z https://eprints.nottingham.ac.uk/79889/ Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools Derecskey, Veronika Csilla Research on teacher burnout is expanding, but its effects on second language acquisition and its relationship with teacher engagement remain underexplored. This thesis examines the impact of burnout among English as a Foreign Language (EFL) teachers on various aspects of teacher engagement, including cognitive-physical, emotional, and social interactions with colleagues and students, based on Klassen et al.’s framework (2013). Following an exploratory study, 31 secondary school English language teachers in Hungary were interviewed. These discussions revealed significant insights into how teacher burnout can affect their engagement, showing that engagement can be negatively, positively, or unaffected. The cognitive-physical aspect was found to be most adversely affected. Interestingly, burnout and engagement were found to coexist, with some teachers experiencing both positive and negative impacts on their engagement. The study also emphasises the critical role of emotional engagement in language teaching (Gkonou & Mercer, 2017). It highlights the emotional consequences of burnout and its effects on teachers’ daily interactions and over time. Teachers’ narratives illuminate their efforts to manage the consequences of burnout, detailing their broader emotional experiences, coping mechanisms, and techniques for reengaging with their teaching roles. This qualitative study provides important insights from the experiences of EFL teachers in Hungarian secondary education, addressing a significant gap in the existing literature. 2024-12-10 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en cc_by https://eprints.nottingham.ac.uk/79889/1/Veronika%20Derecskey_20217777_thesis.pdf Derecskey, Veronika Csilla (2024) Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools. PhD thesis, University of Nottingham. second language acquisition TEFL teaching English as a second language teacher engagement burnout secondary schools Hungary |
| spellingShingle | second language acquisition TEFL teaching English as a second language teacher engagement burnout secondary schools Hungary Derecskey, Veronika Csilla Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools |
| title | Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools |
| title_full | Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools |
| title_fullStr | Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools |
| title_full_unstemmed | Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools |
| title_short | Understanding and Overcoming Burnout: Insights into EFL Teacher Engagement and Reengagement in Hungarian Secondary Schools |
| title_sort | understanding and overcoming burnout: insights into efl teacher engagement and reengagement in hungarian secondary schools |
| topic | second language acquisition TEFL teaching English as a second language teacher engagement burnout secondary schools Hungary |
| url | https://eprints.nottingham.ac.uk/79889/ |