From Burnout to Breakthrough: Exploring Teacher Boredom in Saudi EFL Classrooms and Strategies for Reigniting Engagement in Online and Face-to-Face Settings

Abstract

Teacher boredom is a significant yet underexplored challenge in the Saudi EFL context, with far-reaching implications for both teacher and student engagement. This qualitative study investigated the key factors contributing to teacher boredom, the coping mechanisms employed to mitigate it, and the strategies recommended to address boredom in offline and online classrooms. Data were collected through an open-ended questionnaire administered to 71 EFL teachers, selected using stratified purposive sampling to ensure diverse representations. Thematic analysis uncovered the interplay between teaching modalities, institutional constraints, and engagement strategies. The findings reveal that repetitive routines, technological disruptions, and student disengagement are the primary contributors to teacher boredom, exacerbated by rigid curricula and large class sizes in offline settings, and limited interaction in online contexts. Teachers employ strategies such as interactive activities, multimedia tools, personalized feedback, and flexibility in instructional methods to combat boredom, with differences observed based on teaching experience and modality. This study emphasizes the cyclical relationship between teacher and student boredom, calling for professional development, improved technological support, and institutional reforms to create engaging learning environments. These measures can enhance teacher engagement and student outcomes, offering practical insights into addressing the dual demands of offline and online instruction in Saudi EFL classrooms.