Online teaching has been on the agenda of foreign language teaching, as has been the case in other fields of education since the COVID-19 pandemic. The immediate transition from in-person classrooms to online environments resulted in many challenges for English as a Foreign Language (EFL) teachers. Boredom, as an emotional dimension, is one of the factors affecting EFL teachers’ performance in online teaching. However, there is a need for more research studies on EFL teacher boredom in online education. In this regard, the current study investigated the boredom of Turkish EFL teachers in online teaching from an ecological perspective. The factors influencing Turkish EFL teachers’ boredom with online teaching and how they were shaped in relationships with various ecological systems in online teaching were explored by adopting Bronfenbrenner’s (1993) ecological systems theory. The study followed an interpretative qualitative inquiry by utilising in-depth interviews in which the questions were shared with 10 teachers. The qualitative findings were evaluated from different individual, institutional, and policy levels by providing samples of direct quotations from the participants. Findings indicated that the Turkish EFL teachers’ lack of flexibility regarding choosing and using course materials, insufficient student attendance and participation, and a lack of regulations urging students to join online classes were among the main factors resulting in boredom in online teaching in this study. Forming online forums for group discussions, incorporating multimedia tools and alternative activities, and rewarding students who attend online classes regularly were among the strategies the Turkish EFL teachers followed to overcome boredom in online teaching in the present study.