Academic literature on the topic 'Language teachers Victoria Job stress'

<p>Teachers’ satisfaction and turnover rate are directly connected. Using the Model of Retention, Turnover and Attrition by Gardner (2010), this work analyzed about four Japanese language teachers at extension school and educational learning center in Macau. The data concluded the participants felt unsatisfied because of unrelated assignments, limitation of career development, and anxiety and unsteady of employment. The results showed that respondents had negative feelings towards their job responsibilities and employers. Accordingly, teachers usually face long-term stress and burnout because of multiple responsibilities. Therefore, the unsupportive school context could create a negative effect on job satisfaction and retention of teachers. The theoretical model suggests that negative job attributes have a direct relationship with teacher status and job satisfaction.</p><p><strong><br /></strong></p>

The purpose of this study is to empirically identify the job stress and job challenge perceived by Korean teachers in the non-face-to-face classroom environment caused by COVID-19. Today’s evolving technological advances and the variable COVID-19 have had a direct impact on the change in the educational field. The introduction of the non-face-to-face class method changed the educational paradigm and had an effect on the job of the professor. In particular, in the case of Korean classes for foreigners, there was a lot of trouble from designing the class method. In order to achieve the purpose of this study, qualitative data were collected and analyzed from 5 Korean language teachers at metropolitan universities. The research method was a semistructured interview based on a questionnaire, and took three forms: face-to-face, telephone, and video. The results of interview data analysis were able to draw contradictory results in job stress and job challenge. Job stress increased due to non-face-to-face classes, but on the other hand, job challenge also increased. The factors contributing to job stress were the application of the online job environment, the difficulty of interaction between teachers and learners, and the phenomenon of work overload. Nevertheless, the professor had the characteristic of being able to demonstrate job challenge by producing high-quality educational contents. Factors affecting job challenge include competency development and expansion, creative idea creation, and job prospect search. Based on the analysis results, conclusions and implications for improving job stress and job challenge of Korean teachers were presented.

In this study, the professional burnout of teachers working in pre-school education institutions was examined, the literature on the subject was reviewed, and the problem focuses were emphasized by approaching the study with a holistic perspective. Teachers working in pre-school education institutions do not choose their profession consciously, the curriculum of the Ministry of National Education is full of intense and heavy workload, insufficient educational materials and equipment, frequent job changes and compulsory assignments, and educational problems in pre-school programs in universities. Teachers working in pre-school education institutions may experience some problems due to various reasons. These problems also cause intense and heavy pressures and stress factors on teachers working in pre-school education institutions and cause teachers to experience professional burnout. Therefore, the work performance level of teachers working in pre-school education institutions decreases and many of the teachers working in pre-school education institutions experience low productivity because they are faced with results such as job reluctance and job dissatisfaction. Keywords: Burnout, Occupational Burnout, Pre-School Education Institutions Key Words: Burnout, Occupational Burnout, Preschool Educational Institutions

Abstract Despite widespread agreement on the importance of stress in health and aging, the mechanisms by which psychosocial stressors influence emotional and physical health are not fully understood. Thorough operationalization of stressor exposure and stress response can contribute to a “common language of stress” (Epel et al., 2018) across disciplines, and a lifespan approach can inform the developmental timing of stress-health mechanisms. Guided by these considerations, this symposium presents five studies led by early-career researchers to delineate stress-health associations across the lifespan. Dr. Olivia Atherton will leverage father-offspring data over 25+ years to examine domains of early life stressors that are susceptible to intergenerational transmission and modifiers of such transmission. Drawing from daily diary bursts embedded within a longitudinal study, Dr. Emily Willroth will report on the role of affective reactivity to daily stressors as potential mediators of the association between childhood psychosocial stressors and all-cause mortality risk. Dr. Meaghan Barlow will present on a novel emotion construct – emotion globalizing – by considering the extent to which emotional response to daily stressors influences global assessment of well-being and age differences in these processes. Dr. Soomi Lee will consider job characteristics linked to 10-year stability and change in sleep health profiles in a national adult sample. Dr. Victoria Marino will illustrate a novel approach to assess the flexibility with which individuals select strategies for coping with stressors and describe its association with mortality. Altogether, this symposium contributes evidence on how psychosocial stressors may shape health and well-being across the lifespan.

Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

The goal of this study was to explore the relationship between perceived job stress and a specific set of predictor variables among the selected university preparatory school EFL (English as a Foreign Language) teachers in Turkey. To comprehensively analyze the issue of perceived job stress, interpersonal emotion regulation, and teacher collective efficacy used as variables. The sample consisted of 48 EFL teachers in various Turkish university preparatory schools. It was hypothesized that high levels of teacher collective efficacy beliefs would be a negative predictor of perceived stress among the EFL teachers. A negative relationship was also predicted between interpersonal emotion regulation and perceived job stress levels among the selected teachers. The research hypotheses were tested using data collected through surveys. While the relationship between EFL teachers’ collective efficacy beliefs and interpersonal emotion regulation was significant, their perceived job stress and interpersonal emotion regulation were negatively related, but the association was not strong enough to reach a significant level. The results of the study indicated that demographic variables such as age, and the years of language teaching experience did not have any significant effect on teachers’ collective self-efficacy belief, perceived job stress, and interpersonal emotion regulation of the selected Turkish EFL Instructors in university preparatory programs. The study highlighted the fact that enhancing EFL teachers’ collective efficacy belief would reduce the tension teachers experience in the form of stress and would improve their emotion regulation skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0914/a.php" alt="Hit counter" /></p>

The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor’s teaching contract. Consequently, not only the quality of teaching is affected but also the teachers’ motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers’ job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.

Given that I have been a teacher of one kind or another for practically all of my working life, starting as a high school English teacher before moving into TESOL (teaching English to speakers of other languages), I would like to suggest (in all modesty, of course!) that I am in a good position to understand the stresses of the job. In this position paper, I would like to try to explain the background to the issues of teacher stress, to identify contemporary problem areas, to suggest some possible ways to address the problems, and also to explain why tackling teacher stress is so important – both for teachers themselves, and also for the other stakeholders, especially the learners. Although this article draws essentially on the experience of language teachers and related literature, many of the issues described could apply to teachers of any subject at any level anywhere, a point that will be taken up again when suggesting areas for further research.

College English teachers’ job burnout has become prominent in the field of education. Using China National Knowledge Infrastructure (CNKI) database, this review research on burnout of college English language teachers in China from 2006 to 2021. The review demonstrates key research areas including teacher burnout severity and influencing variables related to teacher burnout. Individual factors, such as age, gender, marital status, educational background, professional title, and years of teaching experience are associated with burnout rates. University type and level, teaching-related role overload, scientific research stress induced by promotion, limited job autonomy, a stern hierarchical organizational system, and opaque operating rules are influencing factors discussed. Possible ways to reduce burnout across micro, meso, and macro-levels, along with practical implications and limitations are discussed.

The purpose of this study will show that teaching is a career that involves a relatively high degree of stress. Without the proper coping skills or strategies, educators can face the risk of burn-out. This study will provide a qualitative and quantitative look into the professions of a group of dual language educators, offering suggestions and insights into the stressors unique to this group of educators.

在香港國際學校，相較于本地學校，更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢？瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。 本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查，通過Maslash（MBI-ES）問卷，分三個維度（情緒衰竭、非個性化、低成就感）對中文教師職業倦怠的程度進行描述；其次，利用訪談對倦怠的原因和影響因素進行探討和分析。 本次調查採取方便取樣的原則，隨機抽取國際學校中文教師30 人進行調查，利用SPSS17.0 對數據進行整理和分析，組間的差異性采用方差分析（單因素ANOVA）和t 檢驗，人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。 研究發現，香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠，而在低成就感上得分較高，即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異； 不同年齡的教師在低成就感維度上差異顯著（ P=0.000），本次調查中，20-30 歲的教師成就感最低，50 歲或以上的教師最有成就感；從入職時間上看，有1-2 年工作經驗的教師有相對高的情感衰竭情況（22.00±6.06）；不同入職時間的教師在成就感上差異顯著（P= 0.018），從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外，學歷與成就感表現出顯著相關（B=3.195，P=0.034），學歷越高在教學上的成就感體驗也就越高；同時，香港以外的教學經驗與成就感呈現顯著相關（ B=2.253，P=0.05），即教學經驗豐富的教師擁有相對高的成就感。 This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows: The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age（ P= 0.000 ） and working years（ P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment.
published_or_final_version
Education
Master
Master of Education

This study deals with the design and application of Scripture-founded pastoral guidelines as aid or supplement to existing work stress interventions for the effective management of teacher stress as it especially manifests in Second Language Teaching situations. Important questions addressed regarding this topic amongst others include the following: • Which perspectives can be deduced from Scripture with regard to work ethic, work stress and work stress management? • What does work stress in teaching mean and what support systems are available for teachers in practice, especially as the problem occurs in the profile of a Second Language Teacher? • How effectively do the support processes for Second Language Teachers with work stress in secondary schools run? • Which pastoral guidelines can be offered for the management of teacher stress as it features in the profile of Second Language Teachers? The research of the study is structured according to the model of Zerfass, as designed for Practical Theology. The basis theoretical research clearly indicates that applicable pastoral guidelines can be deduced from Scripture as the foundational source regarding the effective management of work stress. These pastoral guidelines are identified and described by focussing on the appearance of work stress in key figures in Scripture such as Joseph, Moses, Elijah, John the Baptist, Peter and Paul, as well as God's intervention and support in their different situations. God executed His plans through the different Bible characters in spite of their weaknesses and shortcomings, and this offers hope to current-day believers. The principles illustrated in the lives of the Bible characters can be applied to the lives of modern people. The following principles for work stress management are investigated through the mentioned Bible figures: Identity in God; Disciplining of thought; Delegation of work; Time management and setting priorities; Prayer and Divine support. It is clear from the meta-theoretical research that English Second Language Teachers, especially in the South African context, should receive much more support since their work stress factors are more and are very unique to their subject. There is a significant gap with regard to support bases or pastoral services for teachers in schools, in spite of there being several researchers that are of the opinion that work stress has a negative influence on teachers' mental health. It is precisely when external factors can not be controlled that the teacher should have the necessary skills for his own survival. Pastoral guidance focuses on the empowerment of the individual in an unfriendly work and living environment. The empirical study comprised interviews with three Second Language Teachers who experienced problems with teacher stress. In addition, interviews were held with three different headmasters at secondary schools to establish which support systems are available for teachers. The participants indicated that their relationship with God, the Word and prayer carry them through periods of stress. The empirical study showed that Second Language Teachers feel the need for pastoral guidance with regard to stress. The headmasters support the implementation of pastoral help in schools, since there is a void with regard to support systems or counselling in support of teachers who suffer from work stress. The central theoretical argument of this study makes it clear that counselling guidelines for a therapeutic process can play an indispensable intervention role in the guidance of teachers under work stress. During the process of establishing these pastoral guidelines, the basis theoretical perspectives were extracted through Scripture study of known Biblical figures under similar work pressure. The meta-theory was constructed from research information from recent studies of this subject field, and empirical case studies that served as situation analysis from the teaching context. Lastly, the information was integrated to formulate practice theoretical guidelines. The following guidelines for a pastoral guidance process are presented in chapter 5, as deducted from the Word of God: ♦ Physical health: The human body was created by God and should enjoy the same care as the soul and spirit. The counselee can be guided along the Word of God to a realisation of the importance of his body and its physical care. ♦ Spiritual health: Man draws his spiritual health from regular prayer and meditation regarding Scripture; and therefore prayer and Word Study are powerful instruments in the management of work stress. ♦ An identity founded in the Triune God does not sway under manipulation or unrealistic standards, because such a person understands who he is, Who he belongs to and what his purpose is, and therefore he can manage his stress. ♦ Thoughts that are disciplined according to the will of God and His Word enable a person to stay and act in a manner focused on God, even in stressful circumstances. ♦ Those who manage their time and determine priorities in accordance with God's will, are enabled to live a balanced life and to limit work stress. ♦ Those who delegate tasks, relieve their work and time pressure and also lessen their work stress. ♦ A personal relationship with God and the support, guidance and help of the indwelling Holy Spirit is indispensable for the effective management of work stress. ♦ The establishment of an effective support group relieves stress, because emotional burdens are shared. The purpose of the pastoral guidance process is to focus the counselee's faith dependence on the guidance of the Triune God. Scripture, as the Word of God, belonging to a community of believers, together with the spiritual activities that this entails, have a positive effect on counselees. The Scripture should be a non-negotiable component of pastoral guidance processes. This study has confirmed that the points of departure that the researcher initially held are valid points of departure for the support of the argument in favour of pastoral guidance to Second Language Teachers with work stress.
Thesis (M.A. (Practical Theology))--North-West University, Potchefstroom Campus, 2009.

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term.
English Studies
D. Lit. et Phil. (English)

The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.