the present study was conductedto investigate the relationship among the components of teachers’ burnout, emotional intelligence, and reflectivity with a sample of 125 iranian efl teachers from several private language institutes in kurdistan and hamedan. moreover, differences in the components of teachers’ burnout, emotional intelligence, and reflectivity were examined with respect to teachers’ educational degree. to answer the research questions, the maslach burnout inventory-educators survey (maslach, jackson, &leiter;, 1996), teacher reflectivity (akbari, behzadpour and dadvand, 2010) and bar-on eq-i (1997) were used. the findings showed that emotional intelligence and reflectivity were reversely correlated with burnout. in addition, there were significant relationships among some of the components of emotional intelligence and reflectivity with burnout components. the results of the study also revealed that there were significant differences between teachers’ level of emotional intelligence with respect to their educational degree. however, no significant differences were found between teachers’ burnout and reflectivity with respect to their educational degree. based on the results of this study, it is suggested that reflection and emotional learning programs be incorporated into efl teachers’ training programs to focus particularly on developing skills in preventing burnout.