The Ecology of Teacher Stress in Vocational EFL Contexts: Insights from a Qualitative Phenomenological Analysis

Abstract

This study examines the stress experiences and coping strategies of English as a Foreign Language (EFL) teachers working in Turkish vocational high schools, a context characterized by low student motivation, limited resources, and significant institutional pressures. Using a qualitative phenomenological design, semi-structured interviews were conducted with 15 in-service teachers to explore their lived experiences. The analysis identified three primary sources of stress: (1) pedagogical challenges such as engagement problems, large class sizes, and severe proficiency gaps, (2) professional limitations including lesson preparation anxiety, fear of making errors, and inadequate teaching materials, and (3) systemic pressures involving administrative workload, limited managerial support, parental interference, and socioeconomic disadvantages affecting students. Teachers responded to these stressors through a range of coping mechanisms. Pedagogical strategies included technology integration, game-based activities, curriculum simplification, and proactive planning. Psychological and strategic coping involved cognitive reframing, separating personal and professional identities, seeking collegial support, reflective practice, and navigating institutional expectations. Findings emphasize that while teachers demonstrate adaptability and resilience, many stressors stem from broader systemic issues beyond individual control. The study highlights the need for improved institutional support, context-sensitive professional development, and policy reforms addressing resource inequalities and curriculum-proficiency mismatches in vocational EFL education.

Keywords

• EFL teachers
• vocational education
• teacher stress
• coping strategies
• phenomenological study
• teacher well-being

Mesleki Yabancı Dil (EFL) Bağlamlarında Öğretmen Stresinin Ekolojisi: Nitel Fenomenolojik Bir Analizden Bulgular

Abstract

Bu çalışma, düşük öğrenci motivasyonu, sınırlı kaynaklar ve önemli kurumsal baskılarla karakterize edilen bir bağlamda, Türkiye’deki mesleki ve teknik liselerde görev yapan Yabancı Dil (İngilizce) öğretmenlerinin stres deneyimlerini ve başa çıkma stratejilerini incelemektedir. Nitel bir fenomenolojik araştırma tasarımı kullanılarak, öğretmenlerin yaşantılarını derinlemesine anlamak amacıyla 15 hizmet içi öğretmenle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Analizler, stresin üç temel kaynağını ortaya koymuştur: (1) katılım sorunları, kalabalık sınıflar ve belirgin yeterlilik farklılıkları gibi pedagojik zorluklar, (2) ders hazırlık kaygısı, hata yapma korkusu ve yetersiz öğretim materyalleri gibi mesleki sınırlılıklar ve (3) idari iş yükü, sınırlı yönetim desteği, ebeveyn müdahaleleri ve öğrencilerin sosyoekonomik dezavantajları gibi sistemik baskılar. Öğretmenler, bu stres faktörlerine çeşitli başa çıkma mekanizmalarıyla yanıt vermişlerdir. Pedagojik stratejiler arasında teknoloji entegrasyonu, oyun temelli etkinlikler, müfredatın basitleştirilmesi ve proaktif planlama yer alırken; psikolojik ve stratejik başa çıkma yöntemleri bilişsel çerçeveleme, kişisel ve mesleki kimlikleri ayırma, meslektaş desteği arama, yansıtıcı uygulamalar ve kurumsal beklentilerin yönetilmesini kapsamaktadır. Bulgular, öğretmenlerin uyum sağlama ve dayanıklılık gösterdiğini vurgularken, pek çok stres kaynağının bireysel kontrolün ötesinde daha geniş sistemik sorunlardan kaynaklandığını göstermektedir. Çalışma, mesleki EFL eğitiminde kurumsal desteğin artırılması, bağlama duyarlı mesleki gelişim ve kaynak eşitsizlikleri ile müfredat-yeterlilik uyumsuzluklarını ele alan politika reformlarının gerekliliğini ortaya koymaktadır.

Keywords

• Yabancı dil öğretmenleri; mesleki eğitim; öğretmen stresi; başa çıkma stratejileri; fenomenolojik çalışma; öğretmen refahı

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