Research Article
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Year 2024, , 17 - 35, 28.06.2024
https://doi.org/10.51726/jlr.1376451

Abstract

References

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  • Alqarni, N. (2021). Language learners’ willingness to communicate and speaking anxiety in online versus face-to-face learning contexts. International Journal of Learning, Teaching and Educational Research, 20(11), 57-77. https://doi.org/10.26803/ijlter.20.11.4
  • Alrashidi, O. (2022). Sources of foreign language teaching anxiety among Saudi pre-service English teachers: A qualitative inquiry. SAGE Open, 12(3). https://doi.org/10.1177/21582440221119486
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  • Ameen, E. C., Guffey, D. M., & Jackson, C. (2002). Evidence of teaching anxiety among accounting educators. Journal of Education for Business, 78(1), 16-22. https://doi.org/10.1080/08832320209599692
  • Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupational therapy international, 12(2), 63-80. https://doi.org/10.1002/oti.16
  • Aydın, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629-642. https://doi.org/10.46743/2160-3715/2016.2232
  • Aydın, S. (2021). A systematic review of research on teaching anxiety. International Online Journal of Education and Teaching, 8(2), 730-761.
  • Aydın, S., & Uştuk, Ö. (2020). A descriptive study on foreign language teaching anxiety. International Online Journal of Education and Teaching, 7(3). 860-876. https://iojet.org/index.php/IOJET/article/view/846
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  • Demirel, E. E., & Cephe, T. P. (2015). Looking into burnout levels among English language instructors. Journal of Language and Linguistic Studies, 11(1), 1–⁠14.
  • Deneme, S. (2021). Investigation of the life satisfaction levels of Turkish EFL teachers in terms of several variables. World Journal of Education, 11(3), 11-17. https://doi.org/10.5430/wje.v11n3p11
  • Dewaele, J. M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34-49.
  • Dişli, A. (2020). A mixed approach towards EFL teachers' teaching anxiety. Master's Thesis. Çağ University.
  • Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining well-being. International Journal of Well-being, 2(3), 222-235. https://doi.org/10.5502/ijw.v2i3.4
  • Erdag, G., & Tavil, Z. M. (2021). The burnout levels of EFL teachers at primary schools, and their coping strategies. International Journal of Curriculum and Instruction, 13(2), 1063-1073.
  • Eren, G. (2020). Foreign language teaching anxiety and self-efficacy perceptions of native and non-native EFL instructors at tertiary level institutions. PhD Thesis. Bilkent University.
  • Farhadi, S. (2021). Research on foreign language teaching anxiety in the last decade: A review of studies in Turkish EFL context. Language Teaching and Educational Research, 4(1), 93-106. https://doi.org/10.35207/later.891540
  • Forgeard, M. J. (2011). Happy people thrive on adversity: Pre-existing mood moderates the effect of emotion inductions on creative thinking. Personality and Individual Differences, 51(8), 904-909. https://doi.org/10.1016/j.paid.2011.07.015
  • Han, W. (2022). Chinese English as a foreign language teachers’ job satisfaction, resilience, and their psychological well-being. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.800417
  • Heathwood, C. (2006). Desire satisfactionism and hedonism. Philosophical Studies, 128, 539-563. https://www.jstor.org/stable/4321735
  • Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://doi.org/10.1177/1098300717732066
  • Hismanoglu, M., & Ersan, Y. (2016). Investigating Turkish EFL teachers' burnout levels in relation to demographic variables. Journal of Educational & Instructional Studies in the World, 6(4), 21-31.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • İlya, A. (2023). Factors affecting Turkish EFL teachers’ level of burnout: A quantitative study. Journal of Pedagogical Research, 7(1), 142-153. https://doi.org/10.33902/JPR.202317925925
  • İpek, H. (2006) Foreign language teaching anxiety. PhD Thesis. Anadolu University.
  • Kinman, G & Jones, F. (2008). A life beyond work? job demands, work-life balance, and wellbeing in UK academics.
  • Kruk, R., & Alizadeh Oghyanous, (2021), Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study Cogent Education 8(1), https://doi.org/10.1080/2331186X.2021.1892943
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  • Kunt, N., & Tüm, D. Ö. (2010). Non-native student teachers’ feelings of foreign language anxiety. Procedia-Social and Behavioral Sciences, 2(2), 4672–4676. https://doi.org/10.1016/j.sbspro.2010.03.748
  • Kurt, G., Demir, B., & Atay, D. (2021). An exploratory study on Turkish EFL pre-service teachers’ subjective well-being. Zbornik Instituta za pedagoska istrazivanja, 53(1), 121-150. https://doi.org/10.2298/zipi2101121k
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Well-Being, Burnout, and Teaching Anxiety among EFL Teachers

Year 2024, , 17 - 35, 28.06.2024
https://doi.org/10.51726/jlr.1376451

Abstract

While English as a foreign language (EFL) teachers endeavor to satisfy the needs of students and accomplish other demanding job responsibilities, they work hard to establish a positive rapport with students and demonstrate high professionalism. Thus, they may be susceptible to anxiety and burnout without emotional regulation and social and psychological support. The current study explores well-being, burnout, and teaching anxiety levels and their correlations. The participants were 313 English teachers from diverse educational settings. The data were gathered through scales to collect information on demographics, teachers' well-being, burnout, and teaching anxiety. The study concluded that well-being among EFL teachers is moderate, while their levels of burnout and anxiety are low. The study also found a positive correlation between the levels of occupational burnout dimensions experienced by teachers and their level of well-being and that increased levels of teaching anxiety among educators are inversely related to their overall well-being. There is also a significant relationship between the levels of occupational burnout dimensions experienced by teachers and their levels of teaching anxiety.

References

  • Abarca, M. F. (2004). Interaction in the English classroom: An exploratory study. Revista Electronica “Actualidades Investigativas en Educacion, 4(1), 1-24.
  • Acton, R., & Glasgow, P. (2015). Teacher well-being in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8), 99-114. https://doi.org/10.14221/ajte.2015v40n8.6 W
  • Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia-Social and Behavioral Sciences, 199, 394-401. https://doi.org/10.1016/j.sbspro.2015.07.524
  • Alqarni, N. (2021). Language learners’ willingness to communicate and speaking anxiety in online versus face-to-face learning contexts. International Journal of Learning, Teaching and Educational Research, 20(11), 57-77. https://doi.org/10.26803/ijlter.20.11.4
  • Alrashidi, O. (2022). Sources of foreign language teaching anxiety among Saudi pre-service English teachers: A qualitative inquiry. SAGE Open, 12(3). https://doi.org/10.1177/21582440221119486
  • Altınay, N. (2022). The relationship between the psychological well-Being and interaction anxiety scale on teacher candidates.” PhD Thesis. Uludağ University.
  • Ameen, E. C., Guffey, D. M., & Jackson, C. (2002). Evidence of teaching anxiety among accounting educators. Journal of Education for Business, 78(1), 16-22. https://doi.org/10.1080/08832320209599692
  • Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupational therapy international, 12(2), 63-80. https://doi.org/10.1002/oti.16
  • Aydın, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629-642. https://doi.org/10.46743/2160-3715/2016.2232
  • Aydın, S. (2021). A systematic review of research on teaching anxiety. International Online Journal of Education and Teaching, 8(2), 730-761.
  • Aydın, S., & Uştuk, Ö. (2020). A descriptive study on foreign language teaching anxiety. International Online Journal of Education and Teaching, 7(3). 860-876. https://iojet.org/index.php/IOJET/article/view/846
  • Aytek, M. E. (2020). The relationship between job-related affective well-being perceptions of teachers and school culture. Master's Thesis. İstanbul Sabahattin Zaim University.
  • Benevene, P., Ittan, M. M., and Cortini, M. (2018). Self-esteem and happiness as predictors of school teachers’ health: the mediating role of job satisfaction. Frontiers in Psychology, 9, 933–941. https://doi.org/10.3389/fpsyg.2018.00933
  • Chang, M L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218. https://doi.org/10.1007/s10648-009-9106-y
  • Chappell, R.Y. and Meissner, D. (2023). Theories of well-being. In R.Y. Chappell, D. Meissner, and W. MacAskill (eds.), An introduction to utilitarianism. https://www.utilitarianism.net/pdf/Introduction_to_Utilitarianism_Utilitarianism_net.pdf
  • Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 235-242. https://doi.org/10.1080/14681360701877743
  • Demirel, E. E., & Cephe, T. P. (2015). Looking into burnout levels among English language instructors. Journal of Language and Linguistic Studies, 11(1), 1–⁠14.
  • Deneme, S. (2021). Investigation of the life satisfaction levels of Turkish EFL teachers in terms of several variables. World Journal of Education, 11(3), 11-17. https://doi.org/10.5430/wje.v11n3p11
  • Dewaele, J. M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34-49.
  • Dişli, A. (2020). A mixed approach towards EFL teachers' teaching anxiety. Master's Thesis. Çağ University.
  • Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining well-being. International Journal of Well-being, 2(3), 222-235. https://doi.org/10.5502/ijw.v2i3.4
  • Erdag, G., & Tavil, Z. M. (2021). The burnout levels of EFL teachers at primary schools, and their coping strategies. International Journal of Curriculum and Instruction, 13(2), 1063-1073.
  • Eren, G. (2020). Foreign language teaching anxiety and self-efficacy perceptions of native and non-native EFL instructors at tertiary level institutions. PhD Thesis. Bilkent University.
  • Farhadi, S. (2021). Research on foreign language teaching anxiety in the last decade: A review of studies in Turkish EFL context. Language Teaching and Educational Research, 4(1), 93-106. https://doi.org/10.35207/later.891540
  • Forgeard, M. J. (2011). Happy people thrive on adversity: Pre-existing mood moderates the effect of emotion inductions on creative thinking. Personality and Individual Differences, 51(8), 904-909. https://doi.org/10.1016/j.paid.2011.07.015
  • Han, W. (2022). Chinese English as a foreign language teachers’ job satisfaction, resilience, and their psychological well-being. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.800417
  • Heathwood, C. (2006). Desire satisfactionism and hedonism. Philosophical Studies, 128, 539-563. https://www.jstor.org/stable/4321735
  • Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://doi.org/10.1177/1098300717732066
  • Hismanoglu, M., & Ersan, Y. (2016). Investigating Turkish EFL teachers' burnout levels in relation to demographic variables. Journal of Educational & Instructional Studies in the World, 6(4), 21-31.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • İlya, A. (2023). Factors affecting Turkish EFL teachers’ level of burnout: A quantitative study. Journal of Pedagogical Research, 7(1), 142-153. https://doi.org/10.33902/JPR.202317925925
  • İpek, H. (2006) Foreign language teaching anxiety. PhD Thesis. Anadolu University.
  • Kinman, G & Jones, F. (2008). A life beyond work? job demands, work-life balance, and wellbeing in UK academics.
  • Kruk, R., & Alizadeh Oghyanous, (2021), Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study Cogent Education 8(1), https://doi.org/10.1080/2331186X.2021.1892943
  • Kulavuz, D. (2006). Exploring burnout and participation in professional learning activities among university prep Turkish EFL instructors. Master's Thesis. Boğaziçi University.
  • Kunt, N., & Tüm, D. Ö. (2010). Non-native student teachers’ feelings of foreign language anxiety. Procedia-Social and Behavioral Sciences, 2(2), 4672–4676. https://doi.org/10.1016/j.sbspro.2010.03.748
  • Kurt, G., Demir, B., & Atay, D. (2021). An exploratory study on Turkish EFL pre-service teachers’ subjective well-being. Zbornik Instituta za pedagoska istrazivanja, 53(1), 121-150. https://doi.org/10.2298/zipi2101121k
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
  • Larson, L. M., Seipel, M. T., Shelley, M. C., Gahn, S. W., Ko, S. Y., Schenkenfelder, M., Rover, D. T., Schmittmann, B., & Heitmann, M. M. (2019). The Academic Environment and Faculty Well-Being: The Role of Psychological Needs. Journal of Career Assessment, 27(1), 167–182. https://doi.org/10.1177/1069072717748667
  • Liu, M., & Wu, B. (2021). Teaching anxiety and foreign language anxiety among Chinese college English teachers. Sage Open, 11(2), 1-12. https://doi.org/10.1177/21582440211016556
  • Lucas-Mangas, S., Valdivieso-León, L., Espinoza-Díaz, I. M., & Tous-Pallarés, J. (2022). Emotional intelligence, psychological well-being and burnout of active and in-training teachers. International Journal of Environmental Research and Public Health, 19(6), 1-10. https://doi.org/10.3390/ijerph19063514
  • MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
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There are 80 citations in total.

Details

Primary Language English
Subjects Applied Linguistics and Educational Linguistics
Journal Section Articles
Authors

Ayşe Mine Onan 0000-0003-4483-7614

Selami Aydın 0000-0003-1614-874X

Publication Date June 28, 2024
Submission Date October 16, 2023
Acceptance Date March 29, 2024
Published in Issue Year 2024

Cite

APA Onan, A. M., & Aydın, S. (2024). Well-Being, Burnout, and Teaching Anxiety among EFL Teachers. Journal of Language Research, 8(1), 17-35. https://doi.org/10.51726/jlr.1376451
AMA Onan AM, Aydın S. Well-Being, Burnout, and Teaching Anxiety among EFL Teachers. JLR. June 2024;8(1):17-35. doi:10.51726/jlr.1376451
Chicago Onan, Ayşe Mine, and Selami Aydın. “Well-Being, Burnout, and Teaching Anxiety Among EFL Teachers”. Journal of Language Research 8, no. 1 (June 2024): 17-35. https://doi.org/10.51726/jlr.1376451.
EndNote Onan AM, Aydın S (June 1, 2024) Well-Being, Burnout, and Teaching Anxiety among EFL Teachers. Journal of Language Research 8 1 17–35.
IEEE A. M. Onan and S. Aydın, “Well-Being, Burnout, and Teaching Anxiety among EFL Teachers”, JLR, vol. 8, no. 1, pp. 17–35, 2024, doi: 10.51726/jlr.1376451.
ISNAD Onan, Ayşe Mine - Aydın, Selami. “Well-Being, Burnout, and Teaching Anxiety Among EFL Teachers”. Journal of Language Research 8/1 (June 2024), 17-35. https://doi.org/10.51726/jlr.1376451.
JAMA Onan AM, Aydın S. Well-Being, Burnout, and Teaching Anxiety among EFL Teachers. JLR. 2024;8:17–35.
MLA Onan, Ayşe Mine and Selami Aydın. “Well-Being, Burnout, and Teaching Anxiety Among EFL Teachers”. Journal of Language Research, vol. 8, no. 1, 2024, pp. 17-35, doi:10.51726/jlr.1376451.
Vancouver Onan AM, Aydın S. Well-Being, Burnout, and Teaching Anxiety among EFL Teachers. JLR. 2024;8(1):17-35.