Unveiling the Role of Classroom Climate in Chinese EFL Teachers’ Perceptions of Their Emotional Exhaustion and Attrition

Abstract

There is substantial research supporting the role of workplace atmospheres in English-as-a Foreign-Language (EFL) teachers’ emotions and classroom practices. However, the degree to which (if any) classroom climate may affect teachers’ specific emotional exhaustion and/or job attrition has not been addressed. To fill this gap, in this qualitative study, we used a semi-structured interview with 39 Chinese EFL teachers of various backgrounds to better understand the role of classroom climate in its relationship to teachers’ emotional exhaustion and attrition, including teachers’ perceptions of causative factors in these relationships. Thematic analysis revealed teachers’ claims that both emotional exhaustion and attrition were prevented by a positive classroom climate. However, in the context of negative classroom climates, the participants believed that both variables might be worsened. Furthermore, EFL teachers’ reported that their emotional exhaustion and job attrition were caused by a wide range of specific teacher-related, work-related, and workplace-related (contextual) factors. We discuss these findings and their implications for EFL practitioners and policy-makers, and we recommend measures to deal with teachers’ emotional exhaustion and attrition in the EFL context.