The study of
second language learning has been the subject of considerable exploration for
many years. The majority of modern academic developments attempts engaged in application
of novel or interchangeable instructional practices. In some cases, this needs just
surface modifications in the classroom activities of teachers, but in others it
might mean the use of a total modern curriculum or a different practical approach.
Since the decision about whether or not to examine these suggested practices is
generally a conscious one made by educators (except, of course, in those examples
where implementation is obligatory), it is vital to figure out what factors affect
that decision.

      In a relevant area of
research on teachers, investigations have indicated that those who are unusually
influential in having their students learn well share a number of common ideas
and perspectives. Such educators, for instance, usually have a strong sense of
teacher efficacy. That is, they strongly believe they can help nearly
all students learn, even those who may be difficult or unmotivated (Berman
& McLaughlin, 1977). These highly effective teachers also like to be very
positive in their feelings about teaching and are generally own a high
level of confidence about their teaching abilities and talents (Brandt, 1986).

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Another important factor in teaching is a profession characterized
by high levels of burnout and emotional boredom (Hakanen et al., 2006; Maslach
et al., 2001). Due to the segregated
culture, teachers might become disappointed, exhausted and depleted as they
privately struggle with their stress (Fullan, 2001; Dussault & Deaudelin, 1999).
Furthermore, teachers often feel drained intellectually and emotionally when
they cope with student misbehaviors (Chang & Davis, 2009). To successfully
connect with their students and aid students connect with the subject matter,
teachers require a different range of intellectual and emotional resources on
which they can draw (Woolfolk Hoy & Davis, 2005).

1.1   
Statement of the Problem

The recent decades
seems to be known as the years of stress and tension. Studies appeared these
two traits as the most challenging and effective factors in human’s life, for
all settings and work places. It is assumed that if people do not feel nervous
for a few days or weeks; they suffer from a chronic stress condition resulting
in disappointment and fatigue. They come across not only with emotional but
also with physical problems. This condition has been called burnout by
psychologists. Around one quarter of novice teachers of the United States do
not tend to carry on their job after three years and by the fifth year this
increases to 40% (Milner Hoy, 2003).

Self-efficacy is known as an another effective factor in any occupation
and life achievement, and defined as people beliefs about their own abilities
to think, plan, monitor, arrange, and perform activities required in
educational contexts (Bandura, 1997, 2006).

The
emotional requirements, labor, and work needed for a teacher are noteworthy in comparison
with other occupations. Despite burnout symptoms among teachers have been
studied for decades, few scholars have tested teacher burnout through the lens
of emotion regulation and the antecedent evaluations.