Abstract
The conundrum of ESL/EFL shortage has been exacerbated due to the Covid-19 outbreak as many Vietnamese public schools have undergone an alarming spike in teacher turnover rates. One of the influencing factors of teachers’ decision to leave their profession has been reported to be being drained from work. Very little, however, is known about the teachers in the private sector, which is profit-driven. The study addresses this gap in teaching practices in Vietnam, exploring teacher burnout in several language institutes in Ho Chi Minh City, Vietnam. A mixed-method approach adopted from Seidman’s Teacher Burnout Scale was employed to measure the burnout score. To gain a more insightful understanding of the determinants, participants, including teachers and academic leaders, were invited to reflect on their experience regarding their school leadership and how it has affected their career paths. The findings reveal that the teachers’ age and years in service are not correlated to their burnout scores. Although the mean score is slightly low compared to the total score (M = 53.35/126), mixed results are reflected in the qualitative data from open-ended questions in the survey. During semi-structured interviews, more emerging factors which contribute to teachers’ well-being were also discussed. Finally, this study proposes some solutions for profit-driven school leaders to ensure sustainable growth.
Author Information
Nguyen Ly, Yola Education Joint Stock Company, Vietnam
Thao Ly, Yola Education Joint Stock Company, Vietnam
Paper Information
Conference: IICE2023
Stream: Teaching Experiences
This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Ly N., & Ly T. (2023) Addressing the Shortage of ESL/EFL Teachers Amid the Pandemic: An Investigation Into Teacher Burnout in a Profit-Driven Context ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.52
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.52
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