摘要：In foreign language setting, there are some social psychological variables that can highly influence on the teachers' and learners performance. One of these important variables in language pedagogy is Self-efficacy “an individual’s confidence in his/her ability to engage in the social interactional tasks necessary to initiate and maintain interpersonal relationships” (Bandura, 2006). Another influential factor that is importance in teaching contexts is burnout. Burn out is defined as a result of long term job-related stress, especially among human service workers such as teachers (Jennett, Harris, &Mesibov, 2003). This study, which utilized qualitative _ quantitative methodologies, aimed at measuring the relationship between the self-efficacy of Iranian English teachers and their feelings of burnout. The needed data were gathered through the application of the two questionnaires: The Maslach Burnout Inventory (MBI; Maslach & Jackson 1981, 1986) and a researchers-made questionnaire of self-efficacy. The participants are as 616 professional experienced teachers from both genders and different age groups, having university education from different provinces of Iran. The SPSS software (version 16) was used to change the data into numerical interpretable data. To determine the relationship between self-efficacy and teachers' burnout, correlational analysis was employed. The result showed that the participants’ self-efficacy has a reverse relationship with their burnout. In addition, a significant relationship was observed between teachers' reports of burnout, and their years of experiences.
