Abstract

The educational institutions in many countries are faced with the  major problem of teacher burnout causing  high rates of  attrition and absenteeism. There is widespread agreement among researchers that  teacher burnout can effectively be countered through emphasis on  teacher motivation.  The Author, an English language teacher, carried out a  2-year qualitative research focusing on how to cope with potential burnout conditions. As shown in this article, the Author experienced personally how teacher burnout can be prevented  through a mutually reinforcing cycle of teacher and student motivation activated by the implementation of a Postmethod  emotion-focused pedagogical framework.  In this picture  the emphasis on the quality of life in the English classroom proved essential.

Keywords

References

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