The purpose of this study was to design and validate a scale to measure language teachers’ temporal intelligence and to explore its role in teacher burnout. To this aim, 210 English as Foreign Language (EFL) teachers, teaching at different language institutes were asked to complete two questionnaires: the newly-designed language teachers’ temporal intelligence scale (LTTI-S) and the Maslach Burnout Inventory (MBI). First, Rasch measurement was used to substantiate the construct validity of the LTTI-S. Next, multiple correspondence analysis and regression were run, which revealed significant relationships between temporal intelligence and the three subconstructs of burnout (emotional exhaustion, depersonalization, and personal accomplishment). Moreover, the results of t-test and one-way ANOVA demonstrated that female teachers’ temporal intelligence is significantly higher than their male counterparts and teachers with higher academic degrees have significantly higher temporal intelligence. Finally, the results were discussed and implications were provided in the context of language education.

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