چکیده (انگلیسی):

The purpose of the present study is to examine whether critical thinking has any significant relationship with
teacher burnout and whether this relationship is the same between male and female, and also novice and experienced
teachers. To achieve this goal, one hundred twenty Iranian EFL teachers aged 23 to 57 were randomly selected based on
random sampling design from four institutes located in the city of Tehran. The Cornell Critical Thinking Test level X was
chosen to measure the level of quality thinking of the participants. And they were asked to fill out the Maslach Burnout
Inventory which was adapted for teachers. A quantitative, correlational design was adopted and the data were analyzed
through the Pearson correlation. The results indicated the existence of a statistically significant negative relationship
between critical thinking and teacher burnout. And it was found that there was no significant difference between male
and female, and between novice and experienced teachers. On the whole, the findings of the study simply highlight the
importance of critical thinking and its relationship with burnout in the teaching profession. This study paves the way for
further research on the possible significant impact of critical thinking on teacher burnout which can be led to the thought
that the more EFL teachers possess critical thinking skills, the less likely they experience burnout. The results also suggest
that gender and experience is not an issue when it comes to burnout, and all ELT teachers may be at risk unless they
possess qualities such as the ability to think critically.