How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context?

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Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers (2019, background): “Lower levels of selfefficacy may inculcate in teachers a negative attitude of their teaching competence and educational context both of which increase the likelihood of feeling more stress and powerlessness (Khani & Mirzaee, 2015).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “This finding resonates with the results of a significant body of studies highlighting the critical relationship between these variables (Fathi & Saeedian, 2020; Khani & Mirzaee, 2015; Sarıçam & Sakız, 2014; Skaalvik & Skaalvik 2014, 2017; Smetackova, 2017; Ventura et al., 2014).”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “According to a study by Khani and Mirzaee (2015) carried out in Iran with 216 teachers, while contextual factors directly influence teacher burnout, they might also indirectly increase stressors that result in increased burnout.”