Although a great deal of research in education has been devoted to examining several causes of teacher burnout, relatively little of that work has considered the role of teachers’ perceptions of their profession in the formation or alleviation of this syndrome. Thus, given the importance of the perception-practicum interface in English language teaching, this study sought to investigate if L2 teachers’ life-responsive conceptions of teaching may have any predictive power for teacher burnout. To this end, the researchers administered the Maslach Burnout Inventory (MBI) and the Life-responsive Language Teaching Beliefs Scale (LLTBS) to 92 English language teachers working at different private language institutes of Mashhad and Tehran, Iran. To analyze the data, a combination of Multiple Correspondence Analysis (MCA) and Multiple Linear Regression was utilized. The results exhibited a significant relationship between the subscales of life-responsive language teaching perceptions and two dimensions of burnout. Specifically, while the scores of Life-wise Empowerment were the best predictors for Depersonalization among teachers, the scores from Adaptability Enhancement were the sole predictors for their Personal Accomplishment. However, none of the four subscales of life-responsive language teaching significantly predicted the variance in Emotional Exhaustion. The practical implications of the study were discussed.

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