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STRESS IN ESL TEACHERS' PERSPECTIVES: SOURCES AND COPING STRATEGIES -…
STRESS IN ESL TEACHERS' PERSPECTIVES: SOURCES AND COPING STRATEGIES
Research Design
Article 5: Three-level coding scheme (Open coding, axial coding and selective coding)
Critical Incident Technique (CIT)
Article 1: In-depth interviews with four teachers on Sumba Island regarding stress factors and resilient attitudes
Article 2: Interview Study (Semi-Structured Interviews)
Article 3: Questionnaire and multivariate analyses and regression analyses of the means (Table 1&2)
Article 4:Semi-structured interviews and coded with MAXQDA
Type of Educational Research
Qualitative
Article 1: Observe teacher stress factors, teacher resilience and how they stay positive during the process using Critical Incident Technique (CIT)
Article 2: Conduct a qualitative interviews with six teachers from elementary and middle schools in Norway
Quantitative
Article 4: Number of public school teachers leaving the education system. (Table 1)
Article 3: Regression analyses and multivariate analyses, means off occupational stress, burnout and coping strategies as a function of school level as well as a function of years of teaching.
Mixed method
Article 5: Summary and frequency counts of sources of stress and protective factors in a table. (Table 1) and conduct an interview was designed to elicit teachers' perceptions of the stressors facing teachers working in schools, the impact and perception on reducing stress
Findings
Stress Factors
Students disruptive behaviours
Sense of insecurity
Lack of resources and facilities
Organizational Issues
Administrative expectations
High demand jobs
Teacher responsibilities and non-academic obligations
Coping Strategies
Peer Interaction
Teacher perception and mindset
Health and well-being efforts
Administrative Support
Workload reduction
Rational problem solving
Avoidance
Personal Approach Attitudes
Alternative Solutions
Article 4: Suggests the need for targeted interventions and support mechanisms tailored to how teachers perceive and interpret stressors
Article 2: Address structural and organizational issues contributing to teacher stress.
Article 3: Suggest that all parameters variable taken in consideration in designing stress prevention programs
Article 1: Suggest on self introspection which reflect what the teachers had done and evaluate themselves for future improvement
Article 5: Recommendations include increasing administrator knowledge of education procedures and policies, saving teachers' time, increasing peer interactions, providing professional development on stress management with programs
Problems/ Issues/ Gaps
Limited Context/ Generalization
Article 1: Focusing only on 4 EFL teachers who teaches in rural area of Sumbanese, Indonesia
Article 4: Limited understanding of how teachers perceive and interpret stressors within their cultural and educational context
Article 5: Focusing only towards Special Education Teacher
Lack of Specificity
Article 2: Need for more understanding of teachers’ strategies to stay in control and cope with stressful working conditions.
Article 3: Study of other variables, such as personality or family variables may play important role in predicting occupational stress and burnout