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All Journal EDUVELOP (Journal of English Education and Development) AIJER: Algazali International Journal Of Educational Research DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Klasikal: Journal of Education, Language Teaching and Science English Education Journal (E2J) The Academic: English Language Learning Journal ASH-SHAHABAH : Jurnal Pengabdian Masyarakat LITERA ABDI: Jurnal Pengabdian Masyarakat
Indahyanti, Rizka
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Bridging Pedagogy and Technology: Stress Triggers and Strategies Among English Language Teachers Indahyanti, Rizka; Rahman, Ali Wira; Andy Hamzah Fansury
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5160

Abstract

This study explores the stress experienced by English language teachers in educational settings, with a focus on identifying the key stressors and the coping strategies they employ. A qualitative approach was used, involving semi-structured interviews and classroom observations with 32 participants selected through purposive sampling. The data revealed that English language teachers face a range of stress-inducing factors, including inadequate student competence and discipline, insufficient learning support facilities, regulatory pressures, low salaries, increased workloads, and limited teacher competence. These stressors negatively impact their performance, motivation, and overall well-being. In response to these challenges, teachers adopt various coping strategies to manage stress effectively. These include efforts to improve their pedagogical knowledge and professional skills, integrating technology into the teaching and learning process, applying better time management practices, and fostering a more positive and supportive classroom environment. Additionally, teachers demonstrated resilience by attempting to exert control over stress-inducing factors within their professional context. The study underscores the complex and multifaceted nature of teacher stress, emphasizing the importance of institutional support in addressing these issues. It advocates for the development and implementation of targeted support programs aimed at improving the mental health and well-being of EFL teachers. By understanding the sources of stress and how teachers cope with them, stakeholders in the education sector can better design interventions to create a more supportive and sustainable teaching environment.
Co-Authors Adawiah, Mujahidah Ahmad Fadhillah, Awal Anatasya Dita, Chikyta Anugrah, Rijal Belatu, Amina Booy, Tania Fansury, Andi Hamzah Ikbal Ikbal Jusmaniar, Jusmaniar Muhammad Chairil Imran Mujahidah Mujahidah Mursidin, Muthmainnah Nur Yolanda Alamri Nurfadilah, Suci Adriana Nurjannah, Sitti Nurul Hasanah Rahman, Ali Wira Riskal Fitri Sahril Nur Sulviana, Sulviana