You are here

Home » Content

EFL teachers’ stress and job satisfaction: What contribution can teacher education make?

Journal Name:

  • Iranian Journal of Language Teaching Research

Publication Year:

  • 2016

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
The present study was conducted to find out the level of job satisfaction and stress among Iranian EFL teachers. More precisely, an attempt was made to investigate the main sources of EFL teachers’ stress, their level of satisfaction with the job and the relationship between occupational stress and instructors’ age, marital status and tenure. Using a localized self-reported questionnaire, adapted from Ferguson, Frost, and Hall (2012), data was collected from 149 EFL teachers working in Urmia, Iran. The analysis of the data revealed that 29.93% of the teachers reported feelings of stress in one way or another. In addition, more than one-third of the teachers claimed to be somewhat or very dissatisfied with their job. It was also observed that age, marital status and employment play significant roles in the level of occupational stress perceived by EFL teachers. Suggestions are offered for relieving teachers from stress and how teacher education programmes can contribute.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-efl-teachers-stress-and-job-satisfaction-what-contribution-can-teacher-education-make.pdf
  • 3
75
96
  • English

REFERENCES

References: 

Ameen, C. E., Guffey M. D., & Jackson, C. (2002). Evidence of teaching anxiety among accounting educators. The Journal of Education for Business, 78(1):16-22
Aslrasouli, M. & Saadatpourvahid, M. (2014). An investigation of teaching anxiety among novice and experienced Iranian EFL teachers across gender. Procedia-Social and Behavioral Sciences, 98, 304 - 313
Baghbani, M. & Dehghan Neishabory, M (2012). Impact of teachers’ anxiety on teaching quality. Iranian Quarterly of Education Strategies, 5(1). 9-13. [in Persian]
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26, 519–539.
Iranian Journal of Language Teaching Research 4(3), (Oct., 2016) 75-96 93
Borg, M., & Riding, R. (1991). Stress in teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary school teachers. Educational Psychology, 11, 59-75.
Boyle, G. J., Borg, M. G., Fazlon, J. M., & Baglioni, A. J. (1995). A structural model of the dimension of teacher stress. British Journal of Educational Psychology, 65, 49-67.
Cedoline, A. J. (1982). Job burnout in public education: Symptoms, causes and survival skills. New York, NY: Teachers College.
Coates, T., & Thoresen, C. (1976). Teacher anxiety: A review with recommendations. Review of Educational Research, 46(2), 159-184.
Duyilemi, B. O. (1995). Sources and social correlates of occupational stress among Nigerian primary school Teachers. Nigerian Journal of Educational Foundations, 3(1), 35-45.
Farrell (2016). TESOL, a profession that eats its young: The importance of reflective practice in language teacher education. Iranian Journal of Language Teaching Research, 4(3), 97-107.
Ferguson, K. Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job Satisfaction. Journal of Teaching and Learning, 8(1), 27-42.
Forlin, C. (2001). Inclusion: Identifying potential stressors for regular class teachers. Educational Research, 43(3), 235–245.
Friedman, I. A. (1991). High- and Low-burnout schools: Schools culture aspects of teacher burnout. Journal of Educational Research, 84, 325–333.
Friedman, I. A. (1999). Turning our schools into a healthier workplace: Bridging between professional self-efficacy and professional demands. In R. Vandenberghe & A.M. Huberman (Eds), Understanding and preventing teacher burnout (pp. 166–176). Cambridge, UK: Cambridge University Press.
Fuller, F. F. (1969). Concerns of Teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
Göker, D., S. (2012). Impact of EFL teachers’ collective efficacy and job stress on job satisfaction. Theory and Practice in Language Studies, 2(8). 1545-1551.
Greenglass, E. R., & Burke, R. J. (2003). Teacher stress. In M. F. Dollard, A. H. Winefield, & H. R. Winefield (Eds.), Occupational stress in the service professions, (pp. 213–236). New York: Taylor & Francis.
Hepburn, A., & Brown, S. 2001. Teacher stress and management of accountability. Human Relations, 54(6), 691-715.
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology,76, 183–197.
94 K. Sadeghi & M. Sa’adatpourvahid/EFL teachers’ stress and …
Kaur, R., Kumari, L., & Sharma, A. (2013). Job Stress among College Teachers in Doaba Region of Panjab (India). International Journal of Advanced Research in Management and Social Sciences, 2(3), 1-13
Khan, A. Shah, I. M., Khan, S., & Gul, S. (2012). Teachers’ Stress, Performance and Resources: The Moderating Effects of Resources on Stress and Performance. International Review of Social Sciences and Humanities, 2(2), 21-29.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756.
Klassen, R. M., Usher, E. L. & Bong M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486
Kyriacou, C. (2000). Stress busting for teachers. Cheltenham, UK: Stanley Thornes.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational review, 53, 27-35.
Kyriacou, C. (2011). Teacher stress: From prevalence to resilience. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of Stress in the Occupations, (pp. 161-173). Cheltenham: Edward Elgar.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: prevalence, sources, and symptoms. British Journal of Educational Psychology, 48(2), 323-365.
Laughlin, A. (1984). Teacher stress in an Australian Setting: The role of biographical mediators. Educational Education, 64, 164-168
Nagra, V. & Arora, S. (2013). Occupational stress and health among teacher educators. International Journal of Advanced Research in Management and Social Sciences, 2(8), 1-13.
Piechurska-Kuciel, E. (2011). Foreign language teacher burnout: A research proposal. In M. Pawlak (Ed.), Extending the Boundaries of Research on Second Language Learning and Teaching (pp 211–223). Berlin: Springer.
Pithers, R. T., & Soden, R. (1998). Scottish and Australian teacher stress and strain. A comparative study. British Journal of Educational Psychology, 68(2), 269-279.
Popoola, A. (2009). Rotten apple: An investigation of the preponderance of unsatisfied teachers in Nigeria. International NGO Journal, 4(10), 441-445.
Powell, M., & Ferraro, C. D. (1960). Sources of tension in married and single women teachers of different ages. Journal of Educational Psychology, 51, 92-101.
Putter, L. (2003). Stress factors among teachers in schools of industry. Unpublished M.A. thesis, University of Zululand.
Robbins, S. P., & Timothy, A. J., (2007). Organizational behavior (12th ed). New Jersey. Prentice Hall.
Richards J. C. (2015). Key issues in language teaching. Cambridge: CUP.
Iranian Journal of Language Teaching Research 4(3), (Oct., 2016) 75-96 95
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among English language teachers in Iran: self and other determinants. Teacher Development. DOI:10.1080/13664530.2016.1185028.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, International Review, 57, 152-171.
Selye, H. (1976). Stress without distress. New York: J.B. Lippincott Company.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education,27, 1029-1038.
Soodmand Afshar, H., & Doosti, M. (2016). Investigating the impact of job satisfaction/ dissatisfaction on Iranian English teachers’ job performance. Iranian Journal of Language Teaching Research, 4(1), 97-115.
Stansfeld, S. A., Fuhrer, R., Shipley, M. J., & Marmot, M. G., (1999). Work Characteristics Predict Psychiatric Disorder: Prospective Results from the Whitehall II Study. Occupational and Environmental Medicine, 56, 302–307.
Travers, C. J., (2001). Stress in teaching: Past, present and future. In J. Dunham, (Ed.), Stress in the Workplace: Past, Present, and Future, (pp. 164-190). London: Whurr Publishers.
Veronica, D. (2011). Stress and job satisfaction among university teachers. International Conference of Scientific Papers, (pp. 320-328). AFASES, Brasov. 26-28 May.
Vokić, P. N., & Bogdaniæ, A. (2008). Individual differences and occupational stress perceived: A Croatian Survey. Zagreb International Review of Economics & Business, 11(1), 61-79.
Wanberg, E. G. (1984). The complex issue of teacher stress and job dissatisfaction. Contemporary Education, 56(1), 11-15.
Weinstein, L. T., & Trickett, J. E. (2016). The development of an instrument to measure English Language Learner (ELL) teacher work stress, Teaching and Teacher Education, 55, 24-32.

Thank you for copying data from http://www.arastirmax.com