This study aimed to investigate the relationship between emotional intelligence and burnout. Additionally, English as a foreign language (EFL) teachers’ emotional intelligence and their levels of burnout were investigated as separate constructs in terms of specific demographic variables. In the methodology, quantitative research design was adopted and a correlational research was conducted. The participants were 166 English teachers among which are 129 females and 37 males. Participants work in public school in Giresun, Turkey. Ages of the participants ranged from 24 to 30 and their years of experience ranged from 1 year to 30 years. Assessing Emotions scale was utilized to measure English teachers’ emotional intelligence, Teacher Burnout Scale was utilized to measure their level of burnout, and the correlation of the two constructs was analyzed. The findings of this study revealed that participants have high level of emotional intelligence and low level of burnout. Managing one’s emotions, managing other’s emotions, and utilizing emotions correlated negatively with participants’ burnout level. Moreover, further investigation indicated that emotional intelligence could predict burnout. The findings of this study can be used to raise English teachers’ emotional awareness and to take precautions to minimize teacher burnout.
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