A Conceptual Analysis of the Interplay among Language Teachers' Identity, Enjoyment, and Burnout

Yuehai Xiao¹Angel Zhao^2*Xiaolin Chen³

• ¹Hunan Normal University, Changsha city, China
• ²Hong Kong Polytechnic University, Kowloon, Hong Kong, SAR China
• ³Hunan Normal University, Changsha, Hunan Province, China

In the past decade, research on teacher identity and teacher emotions has been growing exponentially. Yet, these two areas are examined separately, and research on the interplay among language teachers' identity, enjoyment, and burnout remains scarce. Addressing this gap, this article critically reviewed the literature about the definitions of these three constructs, the commonly used scales measuring each of them, and empirical studies examining factors influencing the three constructs, and explore their relationships, to better understand English teachers' work-related emotions and strengthen support for pre-service and in-service English teachers (e.g. teacher training programs). It was found that a range of elements, including individual characteristics (e.g., self-efficacy) and environmental aspects (e.g., the perceived culture of the school), shape the dynamic relationships among these three variables. The findings also revealed that decreasing burnout and raising enjoyment support the growth of a positive teacher identity, which in turn improves teaching practice. Moreover, this review paper proposed pedagogical implications to promote language teachers' emotional well-being, improving the effectiveness of teacher training programs. It was suggested that language teachers should make concerted efforts to recognize the underlying causes of both their enjoyment and burnout. It's crucial to examine the connection these factors have with their teacher identity and implement strategies to optimize the interplay among the three constructs so as to enhance learning and teaching. Future research is also discussed.