Many English teachers in colleges or universities complain about work stress. The purpose of the present study was to learn about English teachers’ actual burnout situation and to seek intervention; a questionnaire survey and written interviews were conducted in a local comprehensive university in China. 79 English teachers were as the participants in this study. The results in this study showed that: 1) The participants experienced a low to medium level of burnout; 2) significant differences were found in the aspects of English teachers’ workload and English teachers in departments. No significant differences were found in the aspects of the gender; 3) meanwhile, the results of the interviews indicate five causes of burnout: Factors related to the job, students, management, teacher development and family. Internal and external supports are categorized as the burnout reducers. As for intervention, teachers, the organization, society and family should work together to buffer the burnout syndrome. The findings would help university administrators consider such factors as important in the effectiveness of English teachers.
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