Snapshot of Teacher Voices : Exploring the Burnout Journey of EFL Teachers Through Narrative Inquiry

Abstract

Teacher burnout has emerged as a critical issue affecting teachers’ well-being and professional performance. Drawing on the concepts of burnout proposed by Freudenberger (1974) and Maslach and Jackson (1981), this study explored the burnout journey of EFL teachers through a narrative inquiry approach. The study aimed to answer two research questions: (1) How do EFL teachers describe the chronological progression of their burnout journey and (2) What key turning points do they identify within that journey. This qualitative study involved two Indonesian EFL teachers selected through purposive sampling. Data were collected through narrative interviews and analyzed using Braun and Clarke’s (2006) Thematic Analysis framework. The findings revealed four chronological stages of burnout: Fractured Professional Identity, Systemic Workload and Role Intensification, Progressive Emotional and Physical Exhaustion, and Constrained Persistence and Survival Logic. In addition, two key turning points were identified: Critical Incidents as Breaking Points and Reframing, Meaning-Making, and Renewal. These findings demonstrate that teacher burnout is a dynamic and evolving process shaped by personal and professional experiences over time. The study contributes to a deeper understanding of EFL teachers’ burnout trajectories and highlights the importance of supportive interventions to sustain teacher well-being and professional engagement.