دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 مقالات آماده انتشار 2025 07 13 Exploring the Impact of Time Perspective, and Self-Efficacy on Burnout among Iranian EFL Teachers: A Structural Equation Modeling Approach Exploring the Impact of Time Perspective, and Self-Efficacy on Burnout among Iranian EFL Teachers: A Structural Equation Modeling Approach 7277 10.48311/lrr.2025.7277 FA علی دانشره دانشگاه حکیم سبزواری سعید غنی آبادی دانشگاه حکیم سبزواری غلامرضا زارعیان دانشگاه حکیم سبزواری 0000-0002-9084-608X Journal Article 2025 07 13 Teachers constantly experience job-related stress, placing them at serious risk of experiencing burnout syndrome. Investigating the factors that influence EFL teachers' wellbeing provides invaluable insights into how their wellbeing can be improved and maintained when confronted with challenges. Accordingly, the current research made a new contribution to the study of teacher burnout by investigating the relationships between time perspective, self-efficacy, and teacher burnout within the context of English as a Foreign Language (EFL) in Iran. For this purpose, a sample of EFL teachers (N = 527) completed three questionnaires related to the variables under investigation (i.e., time perspective, self-efficacy, and burnout). Indices of structural equation modeling (SEM) revealed that time perspectives can directly cause teacher burnout. Additionally, they can indirectly affect burnout by leading to a lack of self-efficacy, which subsequently increases burnout. The results also highlighted the potential direct and indirect role of self-efficacy in reducing teacher burnout. It was found that self-efficacy can function as a mediating variable that would reduce the adverse effects of negative perspectives of time (i.e., past negative and present fatalistic) on teacher burnout. Ultimately, this study contributed to a more nuanced model of psychological processes affecting teacher well-being. The identification of self-efficacy as a significant mediating variable indicated that interventions aimed at strengthening teachers’ beliefs in their capabilities could mitigate the detrimental effects of maladaptive time perspectives. This highlights the potential value of psychological training and support programs, targeting self-efficacy enhancement, and time perspective awareness as effective strategies for preventing teacher burnout. Teachers constantly experience job-related stress, placing them at serious risk of experiencing burnout syndrome. Investigating the factors that influence EFL teachers' wellbeing provides invaluable insights into how their wellbeing can be improved and maintained when confronted with challenges. Accordingly, the current research made a new contribution to the study of teacher burnout by investigating the relationships between time perspective, self-efficacy, and teacher burnout within the context of English as a Foreign Language (EFL) in Iran. For this purpose, a sample of EFL teachers (N = 527) completed three questionnaires related to the variables under investigation (i.e., time perspective, self-efficacy, and burnout). Indices of structural equation modeling (SEM) revealed that time perspectives can directly cause teacher burnout. Additionally, they can indirectly affect burnout by leading to a lack of self-efficacy, which subsequently increases burnout. The results also highlighted the potential direct and indirect role of self-efficacy in reducing teacher burnout. It was found that self-efficacy can function as a mediating variable that would reduce the adverse effects of negative perspectives of time (i.e., past negative and present fatalistic) on teacher burnout. Ultimately, this study contributed to a more nuanced model of psychological processes affecting teacher well-being. The identification of self-efficacy as a significant mediating variable indicated that interventions aimed at strengthening teachers’ beliefs in their capabilities could mitigate the detrimental effects of maladaptive time perspectives. This highlights the potential value of psychological training and support programs, targeting self-efficacy enhancement, and time perspective awareness as effective strategies for preventing teacher burnout.