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All Journal Nusa: Jurnal Ilmu Bahasa dan Sastra Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Linguistik Indonesia Jurnal Gema Ngabdi Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) Jurnal Ilmiah Profesi Pendidikan Edunesia : jurnal Ilmiah Pendidikan
Mahyuni Mahyuni
Universitas Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Emotional Dynamics and Burnout Risk among Digital Immigrant EFL Teachers Amid Curriculum Change Uncertainty Aurel Ayu Andhani; Muhammad Amin; Mahyuni Mahyuni
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1544

Abstract

This study examines how Digital Immigrant English as a Foreign Language (EFL) teachers experience emotions and the potential for burnout when facing uncertainty during curriculum changes. It aims to understand how they react emotionally, how uncertainty affects their teaching performance, and how it relates to burnout. Using an embedded mixed-methods approach, 32 teachers participated by completing a Likert-scale questionnaire and giving open-ended comments. The quantitative data were summarized through descriptive statistics and Spearman's rho correlation, while the qualitative answers were analyzed thematically. The results show that most teachers felt hopeful, yet many also admitted feeling anxious and frustrated due to unclear policies and heavy administrative work. Even though their confidence in teaching stayed high, their motivation and classroom practices were sometimes affected. The analysis revealed a fairly strong positive link (r = .682, p < .001) between curriculum uncertainty and burnout, with most participants reporting low to moderate emotional exhaustion. These findings highlight the need for clearer curriculum guidance and stronger institutional support to help teachers manage emotional demands during curriculum transitions.
Co-Authors - Fitri - Sudirman - Suliadi - Syahdan Aqila Nurfadila Arifuddin Arifuddin Aurel Ayu Andhani Burhanuddin Burhanuddin Dende Maya Umrah Difatrialdi Muji Pangestu Hollysa Andini I Ketut Darma Laksana I Made Sujana I Nyoman Udayana I Wayan Simpen Irma Setiawan, Irma Karnan Karnan Lalu Ali Wardana Mahsun Mahsun Muhammad Amin Muhammad Amin Muhammad Sukri Nurhidayatul Aini Nuriadi Nuriadi Putera, Lalu Jaswadi Rispawati Rispawati Rohana Hariana Intiana Safruddin Safruddin Saharuddin Sudirman Wilian Thohir, Lalu