Stress and Stress Coping Strategies Among Iraqi Foreign Language Teachers: A Mixed-Method Inquiry
DOI:
https://doi.org/10.54066/jupendis.v2i4.2240Keywords:
EFL Teachers, English Teaching, Stress, Coping StrategiesAbstract
In today's society, the modern way of life is often associated with a significant level of stress. Education field is no exception. The occupational stress encountered by EFL teachers can be defined as the adverse emotions they experience as a result of different elements of their job. The stress experienced by individuals is often a response to perceived threats stemming from the pressures and expectations placed upon them. Consequently, the objective of the present investigation was to examine the stressors encountered by EFL instructors and the techniques they employ to manage it. The study involved 115 EFL teachers. Data was gathered through the utilization of two questionnaires, specifically the Teachers' Stressors Questionnaires and the teachers' coping strategy questionnaire, as well as a semi-structured interview. In addition, descriptive statistics were used to analyze the data. The findings show that the majority of teachers have experienced stress and that all of the suggested factors are significantly associated with the issue. The primary finding indicates that stress negatively affects the professional performance of English as a Foreign Language (EFL) educators. Overall, these results hold important implications for the progression of future academic studies and pedagogical methodologies.
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