Effects of Conceptions of Intelligence and Ambiguity Tolerance on Teacher Burnout: A Case of Iranian EFL Teachers

Abstract

This study investigated teachers' conceptions of intelligence (TCoI) and ambiguity tolerance in the burnout levels of 202 Iranian EFL teachers. To this end, 3 inventories were utilized: Language Teachers' Conceptions of Intelligence Scale (LTCI-S), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Maslach Burnout Inventory (MBI). Pearson multiple correlation coefficients and path analysis were employed for the data analysis. Results exhibited significant relationships among TCoI, ambiguity tolerance, and teacher burnout. Moreover, the results indicated that increasibility and applied ELT subscales of TCoI were negative significant predictors of emotional exhaustion and reduced personal accomplishment dimensions of teacher burnout. Additionally, ambiguity tolerance was found to be a negative significant predictor of all teacher burnout dimensions. Finally, the results are discussed and implications are provided in the context of education.