Emotion dynamics and burnout among EFL instructors: A quantitative exploration of key challenges in China

Qian Song¹Lijuan Wang^2*

• ¹Dalian Medical University, Dalian, Liaoning, China
• ²Xi'an Jiaotong University, Xi'an, China

The present study investigates unique cultural and professional challenges for English as a foreign language (EFL) instructors in China. Unlike majority of existing articles centred on Western context, this study examines the interplay of diverse factors, including surface acting and deep acting-type emotional labor, emotion regulation, and burnout. Also, this study explores how these factors can contribute to alleviate teacher burnout and thus reduce the emotional exhaustion of Chinese EFL instructors. A cross-sectional design was employed by considering responses of 497 experienced EFL instructors in China with validated scales. Then, this study evaluated the validity of four hypotheses by conducting key statistical tests, including confirmatory factor analysis, mediation modeling, and ANOVA, by using software, such as SPSS 29.0, AMOS 29.0, and STATA 18.0. Current results established a significant link between emotional labor and burnout, with surface acting and deep acting identified as key predictors of emotional exhaustion. EFL instructors, who were primarily engaged in surface acting, experienced higher levels of exhaustion, whereas instructors practising deep acting encountered emotional strain. Also, cognitive reappraisal emerged as a protective regulation strategy that reduced emotional exhaustion and served as a buffer against burnout. Thus, this study proposes the implementation of targeted training programs, the development of a supportive professional environment, and the provision of continuous professional development to enhance the resilience and well-being of EFL instructors, thereby reducing burnout and improving teaching quality within China's demanding educational context.