Iranian EFL Teachers’ Motivation, Burnout, and Cognition in Relation to Engagement in Continuing Professional Development

Articles in Press

Document Type : Original Article

Authors

1 Department of English Language Teaching, Faculty of Humanities, Shahrekord University, Shharekord, Iran

2 Department of English language Teaching Faculty of Humanities, Shahrekord University, Shahrekord, Iran

3 Department of English language TeachingFaculty of Humanities, Shahrekord University, Shahrekord, Iran

Abstract

The current study examined the role of EFL teachers' motivation in shaping their engagement in Continuous Professional Development (CPD) programs and perceived outcomes of these programs on their cognitive development and burnout levels. Using an explanatory sequential mixed-methods design, 43 teachers completed validated questionnaires on motivation, cognition, and burnout, followed by semi-structured interviews with a subsample of 15 participants. Quantitative results revealed that intrinsic motivation positively predicted engagement in CPD, whereas extrinsic motivation was negatively associated with engagement and positively related to burnout. Intrinsic motivation was negatively correlated with burnout. Qualitative findings supported these patterns, highlighting four major themes: (1) lack of regular CPD programs, (2) misalignment between CPD content and teachers’ practical needs, (3) financial incentives and job security, and (4) the need for a supportive workplace environment. Grounded in Self-Determination Theory, this study provides empirical evidence on how contextual and motivational factors interact to shape teacher cognition and well-being. Implications are discussed for policy and institutional practice, emphasizing the design of regular, relevant, and well-supported CPD programs to sustain teacher motivation, mental health, and instructional quality.

Keywords

Journal of Studies in Language Learning and Teaching

Articles in Press, Accepted Manuscript
Available Online from 21 January 2026

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History

  • Receive Date: 12 November 2025
  • Revise Date: 10 February 2026
  • Accept Date: 07 March 2026

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