Exploring the Connection between Stability and Variability in Language Classrooms and EFL Teachers’ Creativity and Burnout

Abstract

Burnout and creativity, as two psychological constructs, are considered as variables which may have a considerable impact on the quality of teaching and learning. The present case study aimed at investigating the possible connections between degrees of class stability and variability and levels of creativity and burnout among 6 Iranian EFL teachers. In so doing, degrees of variability and stability, as defined and characterized in the domain of Chaos/Complexity theory, were studied qualitatively in EFL classes in relation to creativity and burnout levels of the teachers. The results suggested a direct relationship between variability and creativity levels of the participants together with a reverse relationship between the variability level and the ‘depersonalization’ aspect of burnout. In other words, class dynamism and creativity have more shared patterns and seem to be analogous.