Abstarct: Teaching English as a foreign language involves a lot of emotional stress on the teachers. However, very little is known about the emotions associated with burnout of English language teachers in Iraq, especially those related to fatigue and hopelessness. The present study aimed to find out the level of fatigue and despair among Iraqi EFL teachers at the University of Baghdad. It also tried to find out the differences in fatigue and despair according to gender, teaching experience, and place of work. The design employed was a sequential interpretive multi-method combining the Teacher Sentiment Questionnaire (TEQ) and semi-structured interviews. There were thirty (30) teachers involved in the quantitative study sample (fifteen (15) male and fifteen (15) female)\, whereas there was an intended sample of ten (10) teachers who participated in the qualitative interview process. The results of the quantitative study indicated that there was high average fatigue and moderate despair overall for the entire study group, with the female teachers and more experienced female teachers reporting significantly higher levels of both fatigue and despair than the respective male or junior teachers. With respect to the qualitative data, it provided information on the contextual factors that contributed to the above mentioned factors. The study, which is baxsed on Social Cognitive Career Theory\, has implications for teacher well-being intervention and professional support program within the Iraqi EFL context. چکیده