Teachers play an important role in providing training and upbringing services for the educational community. However, burnout is rampant among teachers in professional contexts. Therefore, it is necessary to identify the factors that lead to burnout and to investigate approaches to reduce the impact of these factors on teachers’ burnout levels. The purpose of this study was to investigate the relationship between burnout and foreign language teachers’ commitment to teaching service in Iran Language Institutes. In this study, we used observation, semi-structured interviews and Maslach burnout questionnaire (MBI), and Meyer and Allen's organizational and job commitment questionnaire (OOC) to assess the variance of teacher burnout and its relationship with teachers' commitment. English language teachers (N = 100) in Mazandaran province were invited to participate in this study. Data analysis showed that there was a negative relationship between teacher burnout and their commitment to teaching English. Descriptive statistics show that male teachers have more burnout than female teachers. Structural equation modeling (SEM) was performed for causal analysis. The concepts of organizational and job commitment and educational policy and burnout research were discussed. Accordingly, educational policymakers are suggested to provide programs to familiarize teachers with the syndrome and help them reduce burnout, which maximizes their performance in the classroom.
