Well-Being, Burnout, and Teaching Anxiety among EFL Teachers

Year 2024, Volume: 8 Issue: 1, 17 - 35, 28.06.2024

Ayşe Mine Onan Selami Aydın

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.

Keywords

English as a foreign language, teaching, well-being, burnout, 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
• MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
• Mamo D. (2022) Burnout among public primary school teachers in Dire Dawa administrative region, Ethiopia. Frontiers in Education, 7, 1-9. https://doi.org/10.3389/feduc.2022.994313
• Manasia, L., Pârvan, A., & Macovei, M. (2020). Towards a model of teacher well-being from a positive emotions perspective. European Journal of Investigation in Health, Psychology and Education, 10(1), 469-496. https://doi.org/10.3390/ejihpe10010035
• Manasia, L., Pârvan, A., & Macovei, M. (2020). Towards a model of teacher well-being from a positive emotions perspective. European Journal of Investigation in Health, Psychology and Education, 10(1), 469-496.
• Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
• McCroskey, J. C. (1984). The communication apprehension perspective. In J. A. Daly, & J. C. McCroskey (Eds.), Avoiding communication: Shyness, reticence, and communication, (pp. 13-38). Beverly Hills, CA: SAGE Publications.
• Mercer, S. (2018). Psychology for language learning: Spare a thought for the teacher. Language Teaching, 51(4), 504–525. https://doi.org/10.1017/S0261444817000258
• Mizrak, P. (2019). An exploratory study on the relationship between teacher burnout and teacher self-efficacy among English language instructors. Master's Thesis. Bolu Abant İzzet Baysal University.
• Moreno-Jiménez, B., Bustos, R., Matallana, A., & Miralles, T. (1997). La evaluación del burnout. Problemas y alternativas. El CBB como evaluación de los elementos del proceso [The evaluation of burnout. Problems and alternatives. The CBB as an evaluation of the elements of the process]. Revista de Psicología del Trabajo y las Organizaciones, 12, 185–207. https://doi.org/10.1111/hsc.13422
• Mulisa, F. (2022). Sampling techniques involving human subjects: Applications, pitfalls, and suggestions for further studies. International Journal of Academic Research in Education, 8(1), 74–83. https://doi.org/10.17985/ijare.1225214
• Nayernia, A., Babayan, Z. (2019). EFL teacher burnout and self-assessed language proficiency: exploring possible relationships. Language Testing in Asia, 9(3), 1-16 https://doi.org/10.1186/s40468-019-0079-6
• Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 1-32. https://doi.org/10.3390/ijerph182312763
• Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.
• Peterson, C., Park, N., & Seligman, M. E. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life. Journal of Happiness Studies, 6, 25-41. https://doi.org/10.1007/s10902-004-1278-z
• Ramberg, J., Låftman, S. B., Almquist, Y. B., & Modin, B. (2019). School effectiveness and students’ perceptions of teacher caring: A multilevel study. Improving Schools, 22(1), 55-71. https://doi.org/10.1177/1365480218764693
• Rice, J. (2010). The impact of teacher experience: Examining the evidence and policy implications (CALDER Policy Brief 11). Retrieved from http://www.caldercenter.org/publications/impact-teacher-experience-examiningevidence-and-policy-implications.
• Roohani, A., & Dayeri, K. (2019). On the relationship between Iranian EFL teachers' burnout and motivation: A mixed methods study. Iranian Journal of Language Teaching Research, 7(1), 77-99. https://doi.org/ 10.30466/IJLTR.2019.120634
• Ryff, C. D. (1989). Happiness Is everything or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081. http://dx.doi.org/10.1037/0022-3514.57.6.1069
• Saaranen, T., Tossavainen, K., Turunen, H., Kiviniemi, V., & Vertio, H. (2007). Occupational well-being of school staff members: a structural equation model. Health Education Research, 22(2), 248–260. https://doi.org/10.1093/her/cyl073
• Saaranen, T., Tossavainen, K., Turunen, H., Kiviniemi, V., & Vertio, H. (2007). Occupational well-being of school staff members: a structural equation model. Health education research, 22(2), 248-260.
• Safari, I. (2020). A Study on the relationship between burnout and job satisfaction of Iranian EFL teachers working in universities and schools. Journal on Efficiency and Responsibility in Education and Science, 13(4), 164–173. https://doi.org/10.7160/eriesj.2020.130401
• Schaufeli, W. B., Leiter, M. P., Maslach, C., & Jackson, S. E. (1996). The MBI-General Survey. In C. Maslach, S.E.
• Jackson, & M. P. Leiter (Eds.), Maslach burnout inventory manual (3rd ed.). Consulting Psychologists Press.
• Schunk, D. H., & Zimmerman, B. J. (Eds.). (1997). Self-regulated learning: From teaching to self-reflective practice. Guilford Press.
• Seidman, S. A. & Zager, J. (1987). Teacher Burnout Scale. Educational Research Quarterly. 11(1), 26-33.
• Seliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.
• Seligman, M. E. P., Steen, A. T., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410–421. https://doi.org/10.1037/0003-066X.60.5.410
• Soleimani, M., & Bolourchi, A. (2021). EFL teachers' job satisfaction and burnout in Iran. Journal of Language Teaching and Learning in Thailand, 61, 229-252.
• Spielberger, C. D. (1983). State-Trait Anxiety Inventory for Adults (STAI-AD). APA PsycTests. https://doi.org/10.1037/t06496-000
• Swider, B. W., & Zimmerman, R. D. (2010). Born to burnout: A meta-analytic path model of personality, job burnout, and work outcomes. Journal of Vocational Behavior, 76(3), 487-506. https://doi.org/10.1016/j.jvb.2010.01.003
• Talbot, K., & Mercer, S. (2018). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432. https://doi.org/10.1016/j.jvb.2010.01.003
• Teles, R., Valle, A., Rodríguez, S., Piñeiro, I., & Regueiro, B. (2020). Perceived stress and indicators of burnout in teachers at Portuguese higher education institutions (HEI). International Journal of Environmental Research and Public Health, 17(9), 3248. https://doi.org/10.3390/ijerph17093248
• Thomas, P. G. (2006). Pre-service practicum teaching in central Asia: a positive experience for both worlds. Journal of Social Studies Research, 30(1), 21–25.
• Thorburn, M. (Ed.). (2017). Well-being, education and contemporary schooling. Routledge. https://doi.org/10.4324/9781315618593
• Tüm, D. (2019). Öğretmen adaylarının yabancı dil kaygısı [Prospective language teachers’ feelings of foreign language anxiety]. Kastamonu Education Journal, 27(3), 1359-1369. doi:10.24106/kefdergi.3169
• Weeks, J. W., Heimberg, R. G., Fresco, D. M., Hart, T. A., Turk, C. L., Schneier, F. R., & Liebowitz, M. R. (2005). Empirical validation and psychometric evaluation of the Brief Fear of Negative Evaluation Scale in patients with social anxiety disorder. Psychological Assessment, 17, 179–190. http://dx.doi.org/10.1037/ 1040-3590.17.2.179
• Young, K. S. (1998). Caught in the net: How to recognize the signs of internet addiction--and a winning strategy for recovery. John Wiley & Sons.
• Zabihi, R., Ketabi, S., Tavakoli, M., & Ghadiri, M. (2014). Examining the internal consistency reliability and construct validity of the authentic happiness inventory (AHI) among Iranian EFL learners. Current Psychology, 33(3), 377–392. https://doi.org/ 10.1007/s12144-014-9217-