Efl teachers’ occupational stress in teaching english a case study of a public primary school in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ THỊ HỒNG NHUNG EFL TEACHERS’ OCCUPATIONAL STRESS IN TEACHING E

INTRODUCTION

Rationale of the study

Occupational stress among teachers is a significant issue in today's educational landscape Teachers worldwide face numerous challenges, making stress a common concern across different regions Research by Kyriacou

Approximately 25% of teachers report high levels of job-related stress, underscoring a prevalent issue in the education sector Factors such as heavy workloads, challenging classroom dynamics, and inadequate working conditions significantly contribute to this stress, adversely affecting teachers' well-being and job performance Moreover, a teacher's stress is closely associated with their self-efficacy and personality traits, with those lacking confidence experiencing heightened stress levels that detrimentally influence their teaching behaviors.

Teacher stress in Vietnam is a critical issue, with over 16,000 educators resigning, highlighting its severity (Hong Hanh, 2022) Vietnamese teachers encounter significant challenges, including managing large classes and fulfilling high academic expectations (Aydin & Kaya, 2016), which, coupled with increasing student demands, exacerbates their stress (Aldrup, 2018) Despite this, there is a lack of research on how teachers, particularly in primary schools where English is a compulsory subject, cope with stress It is vital to explore both the causes of teacher stress and their coping strategies to ensure their well-being and effectiveness in the classroom.

Occupational stress has severe consequences not only for teachers' health but also for the educational system as a whole Research by Aftab and Khatoon

Stress can result in various health problems, including chronic fatigue, sleep disturbances, hypertension, and cardiovascular diseases (2012) Additionally, it significantly impacts teachers' mental health, contributing to anxiety, depression, and burnout, ultimately diminishing their effectiveness and job satisfaction (Chaplain, 2008) By exploring effective coping mechanisms, we can help teachers manage these stressors and reduce associated risks.

Stress significantly affects job satisfaction and teacher retention, with factors like classroom management, administrative workload, and professional expectations leading to burnout (Betoret, 2006) In Vietnam, cultural expectations and systemic challenges exacerbate these issues, resulting in high teacher turnover rates (Fisher, 2011) This turnover creates a cycle where the loss of experienced teachers increases the workload for remaining staff, intensifying stress Furthermore, teacher stress negatively impacts student outcomes, as high stress levels diminish teachers' self-efficacy, essential for fostering student success (Klassen & Chiu, 2010) Stressed teachers struggle to maintain a productive learning environment, which can result in decreased student achievement and engagement (Woolfolk Hoy & Burke-Spero, 2005) Understanding effective coping strategies for teachers under pressure is crucial for enhancing educational quality.

In Vietnam, the cultural focus on education increases pressure on teachers, as traditional respect leads to heightened expectations from students, parents, and administrators, resulting in significant stress (Millicent & Sewell, 1999) The interplay of these high expectations and limited resources fosters a pervasive environment of occupational stress This underscores the urgent need for targeted interventions and policy reforms to support teachers, ensuring their well-being and maintaining educational quality This study investigates the coping mechanisms utilized by primary school EFL teachers in Hanoi, aiming to provide valuable insights for future support strategies.

This study investigates the intricate relationships influencing teacher stress and well-being, proposing that enhanced teacher self-efficacy may lead to reduced stress levels, as greater confidence in managing challenges is linked to lower stress (Klassen & Chiu, 2010) It also posits that experienced teachers tend to experience less stress due to their improved coping mechanisms for professional challenges Furthermore, the research emphasizes the significance of job satisfaction in alleviating stress, underscoring the necessity of positive work environments that promote fulfillment and engagement.

This study investigates the causes and impacts of occupational stress among English language teachers while also exploring the coping mechanisms they utilize to manage this stress Understanding these coping strategies is crucial, as they significantly influence teachers' well-being By analyzing both the sources of stress and the methods employed to cope with it, the research aims to offer a comprehensive overview of the challenges faced by educators in this field.

Aims and objectives of the study

Occupational stress among primary school teachers has become a prominent concern in today’s educational environment This study focuses on identifying specific stress factors impacting teachers, including excessive workloads, classroom management challenges, and administrative pressures By recognizing these stress sources, the research seeks to create targeted interventions and strategies to effectively alleviate them.

Assessing the impact of occupational stress on teachers is vital for understanding its effects on their overall well-being, including both mental and physical health Recognizing how stress influences teachers' lives beyond the classroom is essential for developing effective support systems to enhance their quality of life.

The study aims to investigate the coping mechanisms that teachers use to handle stress, as they often create distinct strategies to address the challenges of their profession Understanding these coping techniques can offer valuable insights into effective stress management and reduction for educators.

Job satisfaction is intricately linked to occupational stress, making it crucial to evaluate teachers' levels of job satisfaction High levels of job satisfaction can serve as a protective factor against stress, highlighting the importance of understanding the relationship between these two elements.

The research aims to assess the effects of occupational stress on the quality of education in primary schools, focusing on student performance, teacher effectiveness, and the overall learning environment Understanding the educational implications of teacher stress is essential for enhancing the educational experience for both educators and students.

Research questions

In an attempt to validate the hypotheses, the research poses two questions:

- Research question 1: What causes English language teachers’ occupational stress?

- Research question 2: What are the impacts of teachers’ occupational stress?

Scope of the study

This study investigates the occupational stress faced by English as a Foreign Language (EFL) teachers in a public primary school in Hanoi, Vietnam It aims to identify the various factors contributing to this stress and examine its impact on teachers' well-being and job performance.

This study focuses on EFL teachers at a specific primary school in Vietnam, which may limit the generalizability of its findings to all teachers and schools in the country Nonetheless, this targeted approach allows for a deeper understanding of the unique challenges faced by EFL teachers within this specific educational setting.

The research investigates key factors contributing to occupational stress among teachers, such as workload, classroom management, student behavior, and the support from colleagues and administration It also explores coping mechanisms that teachers employ to manage these stressors and assesses how stress affects their teaching effectiveness.

This study targets the causes and effects of occupational stress among EFL teachers, aiming to provide valuable insights for school administrators and policymakers By understanding these factors, effective strategies can be developed to alleviate stress and enhance working conditions for teachers, which in turn can lead to improved educational outcomes for students.

Significance of the study

This study significantly enhances the understanding of teacher well-being in Vietnam, highlighting the crucial role educators play in shaping students and society By investigating the factors that contribute to occupational stress, the research aims to illuminate the challenges teachers face, ultimately fostering their well-being.

High occupational stress among teachers can lead to burnout and job dissatisfaction, contributing to high turnover rates in the education sector Identifying the causes and effects of this stress can provide valuable insights for developing strategies and interventions to retain experienced educators, ultimately enhancing the quality of education.

Recognizing the sources of stress faced by teachers is crucial for designing effective teacher training programs By targeting specific stressors and equipping future educators with coping strategies during their training, we can better prepare them to navigate the challenges of the teaching profession.

The findings of this study can provide a foundation for policy recommendations aimed at improving the working conditions of teachers

Education policies that take into account the well-being of educators may lead to a more conducive environment for teaching and learning

Occupational stress significantly impacts teachers' mental health, making it crucial to recognize and address these challenges By doing so, schools and educational institutions can enhance support for teacher mental well-being Implementing initiatives that offer resources and assistance can effectively help teachers manage stress-related issues.

Teacher stress can significantly influence student outcomes, as stressed educators often experience lower job satisfaction, which negatively affects their teaching effectiveness By addressing and reducing these stressors, the study aims to enhance educational experiences and improve overall student performance.

This research enhances the field of educational studies by expanding the understanding of teacher well-being and occupational stress It serves as a valuable reference for future research and lays the groundwork for further exploration in related domains.

Organization of the study

The organization of the study is as follows:

- Chapter 1 Introduction: Provides an overview of the research topic, the background of the study, the statement of problems, the aims and objectives, research questions, significance, and hypotheses

Chapter 2 of the literature review examines pertinent studies on stress factors affecting teacher well-being and the consequential impact of stress on the educational environment It emphasizes key theoretical frameworks that underpin the research, providing a comprehensive understanding of how stress influences both educators and the learning process.

Chapter 3 outlines the research methodology, detailing the research design and setting, along with the instruments and methods used for data collection It clarifies the study's execution, including participant selection, the implementation of interviews and questionnaires, and the procedures for analyzing the gathered data.

- Chapter 4 Findings and discussion: Presents the findings of the study based on the data collected and interpreting the findings in the context of the research questions and objectives

- Chapter 5 Conclusion: Provides a concise summary of the entire study, acknowledges the limitations, and provides suggestions for future research.

Chapter summary

This chapter offers insights into the global and Vietnamese educational landscapes, addressing the challenges educators face in a dynamic profession It highlights the rationale behind the research, focusing on critical issues that drive the investigation into teacher stress and its consequences The study's aims and objectives are clearly defined, guiding the research questions posed Additionally, the chapter outlines the scope of the study, establishing clear boundaries for a focused exploration The significance of the research is emphasized, underscoring its potential impact on education and teacher well-being Finally, the chapter provides an organizational roadmap for readers to navigate the subsequent sections of the study.

LITERATURE REVIEW

Key concepts

This section delves into essential concepts such as occupational stress and English as a Foreign Language (EFL) teachers, which are crucial for understanding the challenges they face By examining these key ideas, the research aims to clarify the factors contributing to occupational stress among EFL teachers and to illuminate the unique dynamics of the teaching profession in this context.

Occupational stress is a complex issue extensively researched in psychology, sociology, and occupational health Defined by Lazarus and Folkman (1984), it refers to the psychological and emotional strain individuals feel when they perceive a mismatch between work demands and their coping abilities This definition underscores the subjective nature of stress, indicating that stressors can vary greatly from person to person.

Stress occurs when there is a mismatch between the pressures faced and an individual's ability to cope, resulting in physiological responses This imbalance can trigger the body's "fight-or-flight" response, which may manifest in both physical and psychological symptoms.

Occupational stress, as described by Quick and Quick (1984), manifests in physical, emotional, and behavioral dimensions Physically, individuals may suffer from headaches, fatigue, muscle tension, and gastrointestinal issues, reflecting the body’s struggle to cope with stressors Emotionally, stress can trigger heightened anxiety, irritability, and depression, creating a vicious cycle that worsens emotional distress and increases stress levels Behaviorally, occupational stress impacts work habits and interpersonal relationships, resulting in higher absenteeism, reduced job performance, and conflicts with colleagues.

Occupational stress is defined as the negative psychological and physiological reaction to workplace demands and pressures that surpass an individual's coping abilities.

Occupational stress in educational settings is characterized by the unique demands placed on teachers, particularly in primary and secondary education Educators often contend with high expectations, heavy workloads, and complex classroom dynamics, as noted by Kyriacou (2001) They must manage diverse student needs, maintain discipline, and achieve educational outcomes under tight deadlines This challenging environment can lead to significant stress, especially in the absence of administrative support or when teachers feel ill-equipped to handle these pressures.

Occupational stress in education is a distinct form of stress that educators face, stemming from challenges such as managing student behavior, achieving educational goals, and handling high expectations from parents and administrators This type of stress significantly affects teachers' physical health, emotional well-being, and professional effectiveness, ultimately impacting teacher retention and student outcomes.

2.1.1.2 Factors contributing to occupational stress

Workplace stress is a common issue impacting various professions, particularly in the education sector Teaching English as a foreign language in primary schools presents unique challenges that can lead to significant occupational stress.

Occupational stress in English as a Foreign Language (EFL) teaching is significantly influenced by the heavy workload and time constraints, which are crucial factors affecting teacher well-being (Smith, 2019) EFL teachers face considerable responsibilities that can be overwhelming, including lesson planning, student assessment, administrative tasks, and extracurricular activities (Jones & Wang, 2019; Anderson & Kirkpatrick, 2016) The pressure to achieve curricular goals within limited timeframes often heightens feelings of urgency and anxiety, further intensifying the stress experienced by educators (Hakanen et al., 2006).

According to Selye (1956), teachers often feel overwhelmed by their workload, which can lead to increased stress levels This perception of being unable to cope can create a cycle of chronic stress that negatively impacts both their well-being and the quality of their work (Kyriacou, 2001) As demands on educators rise, this ongoing stress may significantly affect their professional performance and job satisfaction (Travers & Cooper).

Recognizing the impact of workload-related stress on EFL teachers is crucial for maintaining their mental health and ensuring high-quality education delivery Acknowledging the importance of effective workload management can help educational institutions implement supportive measures and resources, ultimately alleviating the burden on teachers and promoting their overall well-being.

According to the findings of a seminal study conducted by Quick and Quick

Effective classroom management poses significant stress and emotional strain for educators, particularly in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts Teachers face the challenges of managing diverse classrooms, which can lead to feelings of anxiety (Richards & Farrell, 2011; Jones & TESOL Quarterly, 2019) Beyond just delivering lessons, they must maintain discipline, handle disruptions, and address the varied needs of their students, making the task of classroom management both critical and daunting (Richards & Rodgers, 2014).

Classroom management presents multifaceted challenges influenced by factors such as class size, student demographics, and cultural backgrounds For ESL and EFL teachers, these challenges are compounded by language barriers and cultural differences, making it difficult to maintain order and create an effective learning environment Additionally, finding the right balance between providing structure and fostering student autonomy further complicates the responsibilities of ESL and EFL educators.

The pressure on teachers to meet curriculum guidelines and academic standards while catering to individual student needs can significantly increase their stress levels Poor classroom management can disrupt the learning process and hinder students' academic progress, further burdening educators Consequently, the challenges of classroom management are a major source of stress for ESL and EFL teachers, highlighting the need for sufficient support and resources to enhance teaching practices By recognizing and addressing these complexities, educational institutions can empower teachers to foster inclusive and supportive learning environments that promote student success.

The behaviour and level of engagement displayed by students can greatly influence the extent of occupational stress that EFL teachers encounter

In diverse classrooms, teachers encounter students with varying levels of motivation and engagement, leading to noticeable differences in behavior and participation As students progress in their educational journey, their enthusiasm and involvement in learning can significantly vary.

Theoretical framework

This study employs multiple theoretical frameworks to explore how technology enhances language learning in EFL classrooms The primary framework is Social Constructivism, based on Vygotsky's theories, which emphasizes the importance of social interactions in the learning process.

Learning is fundamentally a social process, as emphasized by the perspective established in 1978 Students construct knowledge through interactions with others, making social engagement and collaboration essential for effective learning environments In EFL education, where the target language is not the primary mode of communication, these social interactions are crucial EFL students depend on peer interactions, group activities, and collaborative projects to enhance their language skills, highlighting the significance of social constructivism in this study's theoretical framework.

The integration of technology in education is a crucial framework highlighted in this study, as it is increasingly acknowledged for its transformative impact on language learning Researchers such as Warschauer emphasize the significance of this trend in enhancing educational outcomes.

Digital tools, such as computers and the internet, play a crucial role in enhancing language acquisition in EFL classrooms They grant students access to authentic materials, interactive activities, and communication with native speakers, greatly enriching their learning experience This transition to technology-mediated learning signifies a paradigm shift in education, broadening the traditional classroom boundaries and providing students with diverse and enriching learning opportunities.

The SAMR model, developed by Puentedura in 2006, provides a structured framework for evaluating technology integration in education It categorizes technology use into four levels: Substitution, Augmentation, Modification, and Redefinition This model enables the assessment of how technology not only replaces traditional teaching methods but also transforms EFL classrooms, ultimately enhancing the learning experience.

The Community of Inquiry (CoI) framework, developed by Garrison, Anderson, and Archer in 2000, is utilized to investigate how technology can enhance community and engagement in learning environments Originally created for online education, the CoI framework emphasizes cognitive, social, and teaching presence, making it highly applicable to English as a Foreign Language (EFL) classrooms This framework aids in understanding how technology improves interactions among students and between students and teachers, fostering a more engaged and interactive learning atmosphere.

This study employs the SAMR model to examine the transformative effects of technology on language learning in EFL classrooms, while also incorporating Social Constructivism to underscore the significance of social interactions Additionally, it utilizes the Community of Inquiry (CoI) framework to emphasize community and engagement's role in enriching the learning experience Collectively, these frameworks offer a comprehensive theoretical foundation for understanding the intricate relationship between technology, social dynamics, and language acquisition in EFL education.

The integration of technology in EFL classrooms significantly impacts teacher stress, acting as both a stressor and a coping mechanism The SAMR model illustrates how technology can enhance efficiency and classroom engagement, potentially reducing stress by redefining teaching tasks However, inadequate training or resources may lead to increased stress among teachers Additionally, frameworks like Social Constructivism and CoI emphasize the role of social interactions, which can either alleviate or intensify stress based on the support teachers receive in collaborative settings This study aims to explore these dynamics, linking technology's role to the occupational stress faced by EFL teachers and offering a comprehensive perspective on factors affecting teacher well-being.

The landscape of language learning is not uniform, highlighting the need for culturally relevant approaches in English as a Foreign Language (EFL) instruction Acknowledging the cultural aspects of language acquisition underscores the diverse influences that shape each learner's experience This study emphasizes the critical role of cultural relevance in enhancing the effectiveness of language education.

Kramsch (1993) have underscored the profound impact of culture on language learning, shedding light on the intricate interplay between language and the socio-cultural contexts in which it thrives

This study, inspired by Kramsch's insights and the perspectives of similar scholars, explores how technology can effectively deliver culturally relevant content and experiences to English as a Foreign Language (EFL) learners It recognizes the diverse backgrounds, experiences, and viewpoints that students contribute to the language learning environment.

This study employs Social Constructivism to examine the effects of occupational stress on EFL teachers, highlighting the role of social interactions, collaboration, and cultural context in shaping their experiences Utilizing a mixed-methods approach, it combines quantitative data from structured questionnaires with qualitative insights from semi-structured interviews to capture the complex nature of occupational stress and its impact on teachers’ well-being and job satisfaction By analyzing these experiences through the Social Constructivist lens, the research aims to reveal how social dynamics within schools, interactions among teachers and students, and cultural challenges in teaching EFL in Vietnam contribute to occupational stress.

2.2.3 Job demands and teacher stress tolerance

Research on job demands and teacher stress tolerance reveals that excessive workload, stringent time constraints, and burdensome administrative duties significantly impact teachers' well-being and job satisfaction According to

High job demands significantly contribute to stress among teachers, as highlighted by Kyriacou (2001) Factors such as the pressure to meet curriculum standards, manage large class sizes, and engage in extensive lesson planning can lead to burnout and increased attrition rates in the education sector.

Teachers face the challenge of balancing various responsibilities, including delivering quality instruction, offering emotional and academic support, and managing administrative tasks This complex role can result in feelings of being overwhelmed, especially when resources and support are lacking As a consequence, the cumulative demands placed on teachers can negatively impact their job satisfaction and heighten the risk of burnout.

Quantitative research has identified a critical threshold for job demands that can lead to teacher attrition A longitudinal study by Brouwers and Tomic (2000) revealed that when stress factors related to job demands exceed a mean score of 3.4 on a 5-point Likert scale, teachers may find these demands unsustainable, increasing the likelihood of leaving the profession This highlights the necessity of keeping job demands within a manageable range to prevent teacher turnover.

Klassen and Chiu (2010) emphasized the negative impact of excessive job demands on teachers' self-efficacy and job satisfaction, revealing that high perceived job demands, with mean scores above 3.4, are linked to increased burnout and turnover intentions Teachers with lower self-efficacy are especially at risk, as they often doubt their ability to handle their workloads and meet expectations These findings underscore the importance for educational policymakers and school administrators to maintain manageable job demands to promote teacher retention and well-being Strategies such as providing adequate resources, reducing class sizes, streamlining administrative tasks, and offering professional development can enhance teachers' coping skills and resilience.

Previous studies

Occupational stress is a widespread issue affecting EFL teachers globally, including in Vietnam This article reviews research on the occupational stress experienced by EFL educators, highlighting key findings, trends, and gaps in understanding the factors that contribute to their stress By synthesizing both international and Vietnamese studies, it aims to offer a thorough overview of the current knowledge surrounding this critical topic.

EFL teachers globally face numerous challenges that lead to occupational stress, with classroom management and student behavior being significant contributors Research by Kyriacou (2001) underscores the difficulties of handling disruptive students, a common issue not limited to any specific region but experienced by EFL educators worldwide.

Furthermore, the role of teacher self-efficacy in mitigating occupational stress is a common focus in international research Tschannen-Moran and Woolfolk Hoy

In 2001, the significance of teachers' beliefs in their capacity to effectively engage and educate students, even under challenging conditions, was highlighted This concept of self-efficacy is universally applicable, influencing English as a Foreign Language (EFL) teachers around the world.

EFL teachers' occupational stress is significantly influenced by working conditions and job demands, as highlighted by research from Brouwers and Tomic (2000) and Kyriacou (1978) Key factors such as workload, time constraints, and colleague relationships play a crucial role in determining stress levels These findings offer valuable insights into the broader context affecting EFL teachers in Hanoi.

In Vietnam, researchers have provided significant insights into the occupational stress faced by English as a Foreign Language (EFL) teachers, enhancing the global understanding of this issue with localized depth and specificity.

A study conducted by Bui (2018) examined how student personality and behavior affect English as a Foreign Language (EFL) teachers in Vietnam This research highlighted the specific challenges that Vietnamese educators encounter when addressing the diverse traits of their students, offering important insights relevant to the case study in Hanoi.

Research by Tran (2017) explored how coworker relationships influence the experiences of EFL teachers in Vietnam, focusing on the dynamics between teachers and their colleagues The study identified key sources of both support and stress within the school environment, emphasizing the importance of these relationships in shaping teachers' professional lives.

Previous studies on EFL teachers' occupational stress offer valuable insights from both global and Vietnamese perspectives This research builds on existing literature to explore the specific challenges EFL teachers encounter By recognizing the contributions of diverse scholars, the study aims to enhance the understanding of EFL teachers' occupational stress and inform effective interventions and support systems.

Research gaps

A significant gap in EFL teaching research is the lack of understanding of contextual specificities, as existing studies often rely on broad generalizations This oversight neglects the unique challenges faced by EFL teachers in various regions, where factors like cultural norms and institutional structures significantly influence their stress experiences and coping strategies (Gkonou, Tatzl, & Mercer, 2020) This study aims to fill this gap by examining EFL teachers in Hanoi, Vietnam, and how local cultural and institutional contexts affect the stressors they encounter and the coping mechanisms they adopt By concentrating on a specific educational setting, this research offers valuable insights that move beyond global generalizations.

The field currently lacks longitudinal studies that examine changes in stress levels and coping mechanisms over time, with most research focusing on a single point in time and neglecting the evolving nature of occupational stress throughout a teacher's career (MacIntyre, Gregersen, & Mercer, 2019) This cross-sectional study helps address this gap by offering a detailed analysis of the present stressors and coping strategies utilized by EFL teachers The insights gained from this research can lay the groundwork for future longitudinal studies aimed at understanding how these factors develop over time.

While some studies have examined the cultural dimensions of English as a Foreign Language (EFL) teaching, there is a limited understanding of how cultural factors impact teachers' occupational stress, particularly in Vietnam, where cultural norms heavily influence educational practices This study aims to fill this gap by investigating the effects of Vietnamese cultural values, such as respect for authority and societal expectations, on EFL teachers' stress and coping mechanisms Additionally, the rapid integration of technology in education, accelerated by the COVID-19 pandemic, has created new stressors for EFL teachers Despite some research on digital tools and online teaching platforms, a comprehensive exploration of their impact on teachers' workload and stress is necessary This study will specifically examine the challenges faced by EFL teachers in Hanoi due to increased technology use, assessing how these changes affect their stress levels and overall teaching experience.

Despite existing studies identifying stressors faced by EFL teachers, there remains a critical gap in understanding their coping strategies (Oxford, 2016) This research aims to explore the specific mechanisms and support systems utilized by EFL teachers in Hanoi, offering valuable insights into their stress management practices The findings will contribute to the creation of targeted interventions and support systems designed to enhance teacher well-being and mitigate occupational stress.

Chapter summary

This chapter offers an extensive review of literature on occupational stress among EFL teachers, examining factors that contribute to stress, its effects on both teachers and students, coping strategies, and the influence of technology in EFL education By identifying gaps in the existing research, this review establishes a solid foundation for the study, emphasizing the need for further investigation into this critical issue.

METHODOLOGY

Research design

This study utilizes a mixed-methods research approach to investigate the complexities of occupational stress among English as a Foreign Language (EFL) teachers By combining quantitative and qualitative methodologies, it offers a robust framework for examining stress in educational environments Focusing on a public primary school in Hanoi, the case study design facilitates an in-depth exploration of the contextual factors influencing teacher stress.

Mixed-methods research is especially beneficial for exploring complex issues such as occupational stress, as noted by Creswell and Creswell (2017) This approach enables researchers to triangulate data from various sources, which significantly improves the validity and depth of the study's conclusions.

The study utilized structured questionnaires to measure and quantify occupational stress among EFL teachers, employing meticulously designed instruments based on established stress scales in educational contexts This approach enables researchers to collect quantitative data suitable for statistical analysis, as noted by Dửrnyei (2007).

The study employed descriptive statistics alongside questionnaire responses to effectively summarize quantitative findings This approach provided a clear overview of essential metrics, including mean stress levels, standard deviations, and frequency distributions, offering valuable insights into the prevalence and distribution of stress among participants.

To gain a comprehensive understanding of occupational stress, a study was conducted involving semi-structured interviews with EFL teachers This qualitative approach enabled participants to express their experiences and perspectives in their own words, as highlighted by Creswell (2014) The interviews were audio-recorded for accuracy and subsequently transcribed verbatim for thorough analysis.

Researchers conducted semi-structured interviews to delve into the complex nature of occupational stress, examining its triggers, manifestations, and coping strategies This direct engagement with participants aimed to gather rich qualitative insights that would enhance the quantitative findings, ultimately offering a thorough understanding of the phenomenon being studied.

The study utilized a mixed-methods research approach to investigate occupational stress among EFL teachers, combining both quantitative and qualitative perspectives By integrating data from structured questionnaires and semi-structured interviews, it provides a comprehensive understanding of the various factors affecting stress levels in educational environments.

Research setting

The study was conducted at a public primary school in Ba Dinh District, Hanoi, Vietnam, an area known for its historical significance and cultural institutions Students attend four English classes weekly, taught by a Vietnamese teacher who remains with them throughout the academic year The school's student population is diverse, reflecting the cosmopolitan nature of Hanoi and drawing from various neighborhoods This diversity enhances the educational experience by introducing students to multiple cultural perspectives, but it also poses challenges for teachers in meeting the varied needs and abilities of their students.

In urban public schools across Vietnam, classes typically comprise 30-35 students, promoting social interaction and peer learning However, these large class sizes pose challenges for teachers, necessitating effective management to address diverse learning styles and often leading to increased stress levels The school is equipped with modern amenities, including fully-equipped classrooms with projectors, microphones, and loudspeakers Additionally, the English curriculum follows the guidelines set by the Ministry of Education, ensuring alignment with national educational objectives.

Participants

The study involved 20 primary school English teachers (T1 to T20) with teaching experience ranging from 2 to 15 years, providing a comprehensive view of the challenges faced at various career stages This diverse group, comprising both male and female educators, offers a wealth of perspectives, with English proficiency levels from B2 to C1 and distinct teaching styles that enrich the research All participants hold a Bachelor’s degree in English Pedagogy, ensuring their qualifications, and collectively possess over five years of practical experience as EFL instructors for primary students, offering valuable insights into the complexities of English language education.

Data collection instruments

The current study utilized a combination of questionnaires and interviews to thoroughly investigate the factors contributing to occupational stress among EFL teachers This strategic selection of data collection instruments enabled the gathering of both quantitative and qualitative data, facilitating a comprehensive exploration of the research questions.

3.4.1 The EFL Teachers’ Occupational Stress Questionnaire (ETOQ)

The EFL Teachers’ Occupational Stress Questionnaire (ETOQ), created by Muntel et al (2014), was selected for this study due to its comprehensive assessment of occupational stress specific to EFL teachers This well-established tool includes structured items that evaluate critical stressors, such as workload, classroom management challenges, student behavior and engagement, and interpersonal dynamics within the school environment, aligning closely with the research objectives and confirming ETOQ's suitability for this study.

The implementation of ETOQ facilitated systematic and reliable data collection, reinforcing the significance of integrating quantitative data with qualitative interviews to enhance research validity, as highlighted by Creswell and Creswell (2017) Furthermore, the design of the questionnaire was guided by Dürnyei’s principles.

(2007) recommendations on creating effective structured questionnaires, ensuring that the tool was both methodologically sound and well-suited to the specific context of this research

The ETOQ was tailored to align with the distinct cultural and educational landscape of a school in Hanoi, ensuring its relevance These modifications made the questionnaire applicable to the broader EFL teaching context while addressing the specific challenges and conditions encountered by teachers in this unique environment.

This study utilized semi-structured interviews alongside questionnaires to collect in-depth qualitative data, providing a flexible and exploratory approach to understanding teachers' experiences By interviewing three randomly selected teachers, coded as I1, I2, and I3, the research captured nuanced insights into their specific stressors and coping mechanisms Conducted in a private school setting, these interviews allowed for open discussions, guided by a set of questions while encouraging elaboration on relevant topics With participants' consent, the interviews were audio-recorded, transcribed, and analyzed for common themes, yielding valuable insights into the challenges teachers face and their strategies for coping.

The qualitative data from the interviews enhanced the quantitative findings from the questionnaires, providing deeper insights into the stress factors affecting EFL teachers While the questionnaires outlined the general stressors, the interviews facilitated a detailed examination of their personal impact This method effectively addressed the research question regarding the effects of occupational stress on EFL teachers The recorded and transcribed interviews were thematically analyzed to uncover recurring themes and patterns, thereby enriching the study's overall findings and offering a comprehensive understanding of the challenges faced by these educators.

The combination of questionnaires and interviews provided a holistic approach to data collection on occupational stress among EFL teachers Questionnaires quantified the prevalence and intensity of stress, while interviews revealed personal narratives and contexts, highlighting both common stressors and the varied coping strategies teachers utilized This dual method effectively illustrated the complexities of occupational stress in the teaching profession (Creswell & Creswell, 2017).

The mixed-methods approach revealed the complexities of occupational stress among EFL teachers, emphasizing the influence of individual and contextual factors on their experiences The study found that while workload and classroom management are major stressors, the interpersonal dynamics within schools and available support systems are vital in reducing these stresses Teachers' narratives highlighted that personal coping mechanisms and institutional support can significantly affect their well-being and job satisfaction, either alleviating or worsening the impact of occupational stress.

Data collection procedure

Prior to the main research, a pilot study was carried out to assess the reliability and effectiveness of the research instruments This initial phase included feedback from a small group of five EFL teachers, which proved essential for refining the questionnaires and interview protocols Their insights helped clarify questions and validate the feasibility of the study's procedures.

Pilot studies serve as crucial preliminary steps in research, enabling researchers to pinpoint and address potential problems with data collection tools prior to initiating extensive data gathering efforts.

2018) By piloting the questionnaires and interview protocols, the study ensured that participants could comprehensively and accurately convey their experiences and perspectives

The initial phase of the research involved two key data collection methods: questionnaires and semi-structured interviews, aimed at gaining a thorough understanding of occupational stress experienced by EFL teachers from both quantitative and qualitative angles The study employed the EFL Teachers’ Occupational Stress Questionnaire (ETOQ), which was adapted from Muntel et al.

In 2014, the Educational Teaching and Occupational Questionnaire (ETOQ) was developed to quantitatively evaluate stressors, coping strategies, and job satisfaction among twenty English as a Foreign Language (EFL) teachers By utilizing established educational stress scales, ETOQ ensured the reliability and validity of its measurements, thereby enhancing the credibility of the study’s findings.

After the questionnaire phase, semi-structured interviews were held with three EFL teachers in a comfortable setting, allowing for an in-depth exploration of their personal experiences with occupational stress and coping mechanisms This flexible interview format enabled researchers to delve deeper into specific topics, revealing valuable qualitative insights (Denzin & Lincoln, 2018).

Ethical considerations were a top priority throughout the study, with informed consent obtained from all participants who were made fully aware of the study’s objectives, procedures, and potential risks Strict confidentiality measures were implemented, and participants were guaranteed their right to withdraw from the study at any time without facing any repercussions (American Psychological Association, 2017).

The data collected for the study was meticulously analyzed to extract valuable insights Quantitative data from questionnaires were processed with statistical software like SPSS, emphasizing descriptive statistics to uncover trends and patterns Meanwhile, qualitative data from interviews were subjected to thematic analysis, a structured approach to identifying and reporting patterns within the data (Braun & Clarke, 2006) This thorough analysis method bolstered the robustness and validity of the study's findings.

Through careful planning and execution of both pilot and main phases of the study, while adhering to ethical guidelines and employing rigorous data analysis techniques, the research provided valuable insights into the complexities of occupational stress faced by EFL teachers This methodological approach ensured the reliability and validity of the findings, enhancing the broader understanding of teacher well-being and the various factors that influence it.

Data analysis procedure

The data analysis process for this study included essential steps designed to synthesize the collected information and draw significant conclusions This approach incorporated both quantitative and qualitative analyses, ensuring a thorough understanding of the research questions.

The quantitative data from the questionnaires was meticulously analyzed using SPSS V.26 software, which enabled researchers to conduct in-depth statistical analyses of occupational stress among EFL teachers By applying descriptive statistics such as means, standard deviations, and frequencies, the study provided a detailed overview of participants’ responses, highlighting the prevalence and intensity of stress in the profession Calculating means revealed the average stress levels across various domains, pinpointing critical areas for targeted interventions The analysis of standard deviations offered insights into data variability, enhancing the understanding of factors influencing stress levels Furthermore, frequency analysis identified common challenges faced by EFL teachers and coping strategies employed, ultimately leading to a comprehensive understanding of occupational stress and informing evidence-based strategies to support teacher well-being and improve educational quality in EFL contexts.

This study utilized semi-structured interviews to explore the experiences and perspectives of EFL teachers concerning occupational stress Three teachers, identified as I1, I2, and I3, were interviewed to capture a diverse range of insights The interviews revealed nuanced views on stressors and coping strategies, enriching the context of the quantitative data collected.

Semi-structured interviews provided researchers with the flexibility to explore specific areas of interest, leading to rich qualitative insights (Denzin & Lincoln, 2018) To accurately capture teachers' experiences and perceptions, the interviews were recorded and transcribed verbatim.

The qualitative data from the interviews were analyzed through thematic content analysis, a systematic approach for identifying and reporting patterns within qualitative data (Braun & Clarke, 2006) This involved multiple readings of the transcripts to deeply engage with the data and consistently identify recurring themes and patterns.

Key steps in the thematic content analysis included:

Familiarization with data: Repeatedly reading the transcripts to become thoroughly familiar with the content

Generating initial codes: Systematically coding interesting features of the data across the entire dataset

Searching for themes: Collating codes into potential themes, gathering all data relevant to each potential theme

Reviewing themes: Checking if the themes work in relation to the coded extracts and the entire dataset

Defining and naming themes: Ongoing analysis to refine the specifics of each theme and the overall story the analysis tells

Producing the report: Selecting vivid, compelling extract examples, final analysis of selected extracts, and relating the analysis back to the research questions and literature

The thematic content analysis revealed key themes that highlight the significant aspects of teachers' experiences with occupational stress By meticulously coding and organizing these themes into meaningful categories, the study provided a structured framework for interpreting the qualitative data This approach enabled a comprehensive exploration of teachers' encounters with stress, enhancing the understanding of the complexities associated with occupational stress in the English as a Foreign Language (EFL) teaching context.

The integration of quantitative and qualitative findings is essential for a comprehensive understanding of research questions, particularly in examining occupational stress among EFL teachers By combining quantitative data, such as stress levels from questionnaires, with qualitative insights from interviews, the researcher conducted a multifaceted analysis that revealed intricate connections and patterns This approach provided a deeper context for interpretation, highlighting the complex nature of occupational stress and its impact on EFL teachers The study moved beyond surface-level observations, uncovering the dynamics of teachers' experiences and fostering a holistic understanding of the factors influencing their stress Rigorous measures, including reliability checks and peer debriefing, were employed to ensure the validity and credibility of the findings, ultimately paving the way for targeted interventions to improve teacher well-being and enhance educational quality in EFL settings.

This study employed a structured data analysis procedure that included both quantitative and qualitative analyses to uncover significant insights into occupational stress among EFL teachers By integrating findings from both methods, the research achieved a comprehensive understanding of the issues at hand, enhancing knowledge in the area of teacher well-being This highlights the necessity of a multifaceted approach to data analysis in educational research.

Chapter summary

This chapter details the research methodology used to investigate occupational stress among EFL teachers in a public primary school in Hanoi It outlines the data collection and analysis processes, emphasizing the use of questionnaires and interviews as key instruments Additionally, the chapter provides insight into the procedures followed, serving as a comprehensive guide to understanding the methods applied in examining teacher stress and job satisfaction within the EFL teaching context in Hanoi.

FINDINGS AND DISCUSSION

Findings

A recent survey of EFL teachers offers valuable demographic insights into the teaching profession, highlighting a diverse range of experiences while also indicating a notable imbalance in gender representation.

The survey participants are exclusively female, indicating a notable gender trend in the EFL teaching profession This predominance of women may reflect societal, cultural, or personal preferences that influence women's career choices in education The lack of male teachers in this survey raises intriguing questions about gender roles and preferences within specific teaching fields, particularly in English as a Foreign Language (EFL).

The survey reveals that the age distribution of EFL teachers is predominantly youthful, with over half (52.4%) of participants aged 20-30 This trend suggests that many educators begin their teaching careers early, bringing energy and fresh perspectives to the classroom The involvement of younger teachers is crucial for engaging students and implementing innovative teaching methods and technologies.

Teachers aged 31-40 represent 33.3% of the teaching workforce, highlighting their substantial presence in education This age group typically possesses a blend of innovative ideas and valuable experience, fostering a stable and dynamic learning environment for students.

The age group of 41-50 years constitutes 14.3% of survey participants, representing a smaller yet highly experienced segment This demographic brings a wealth of knowledge from years of teaching, providing invaluable guidance and mentorship that can significantly enhance the educational community's understanding of student needs and the teaching process.

The demographic survey of EFL teachers highlights a profession largely comprised of female educators and a diverse age range The influx of younger teachers indicates that EFL teaching is appealing to newcomers, while the valuable insights of seasoned educators maintain the quality of education This combination of youthful energy, experienced mentorship, and gender dynamics illustrates an evolving profession that balances innovation with established educational traditions.

4.1.2 Stressors faced by EFL teachers

EFL teachers face a unique set of challenges that make their roles both demanding and fulfilling Balancing their working hours and the number of classes taught requires careful management, leading to a complex interplay of responsibilities.

Figure 4.2 Job-demand-related stressors

Exploring the job demands of English as a Foreign Language (EFL) teachers reveals diverse challenges, including managing work hours and balancing class assignments While percentage-based observations provide a brief overview, incorporating mean scores and correlation analyses can enhance our understanding of how these job demands impact EFL teachers' well-being and effectiveness.

EFL teachers exhibit varied perceptions regarding their working hours, with 42.86% feeling neutral, indicating a median level of acceptance However, the mean score of 3.14 for feeling overwhelmed suggests a slight tendency towards feeling burdened This indicates that, although many teachers maintain a neutral stance, a significant number find their workload somewhat overwhelming.

Number of working hours Number of classes taught each week

Adreeing the need to work beyond contracted hours

Levels of satisfaction with preparation time

Workload expectationsStrongly disagree Disagree Neutral Agree Strong agree

The distribution of teachers' opinions on their weekly class load reveals a significant opportunity for analysis Notably, 42.86% of educators remain neutral, while 19.05% find their workload manageable and another 19.05% consider it taxing, indicating varied perceptions of workload The average score for the statement “The number of classes I teach in a week is too high” is 2.76, suggesting a slight disagreement with the notion of excessive class numbers Overall, this data indicates that most teachers do not feel overwhelmed by their class schedule, although a notable minority does express concerns about the number of classes they are assigned.

A significant 23.81% of teachers strongly disagree that working beyond contracted hours is a problem, suggesting a level of satisfaction with their work-life balance In contrast, 19.05% express concern about overworking, highlighting a divide that warrants further exploration The average score for the necessity of working outside contracted hours is 2.95, indicating a nearly neutral perspective with a slight inclination towards disagreement This suggests a range of experiences among teachers, with some managing their workloads within contracted hours while others struggle to do so.

The survey reveals that 33.33% of teachers feel they have sufficient preparation time for each class, while 23.81% remain neutral and 14.29% disagree With a mean score of 3.10, there is a slight overall agreement regarding the adequacy of preparation time This indicates that, although many teachers believe they have enough time, a significant portion does not, highlighting the need for improved institutional support.

Nearly half of the teachers (47.62%) maintain a neutral stance on workload expectations, highlighting a complex relationship between anticipated and actual workloads With a mean score of 3.05 for the reasonableness of these expectations from the school administration, there is a generally neutral yet slightly positive perception This emphasizes the need for a nuanced analysis to comprehend the impact of workload expectations on teacher satisfaction and stress levels.

Recent findings indicate a complex relationship between job demands and teacher well-being, revealing varied perceptions of workload and working hours among educators A significant number of teachers reported feeling neutral about their job demands, emphasizing the need for nuanced analytical methods, such as mean score evaluations and correlation analyses, to better understand how factors like workload, class size, and preparation time influence job satisfaction and stress levels The contrasting opinions on working beyond contracted hours and satisfaction with preparation time suggest diverse individual experiences and coping strategies These insights call for educational institutions to implement personalized support strategies that cater to the diverse experiences of teachers, aiming to improve job satisfaction and reduce stress in the challenging environment of EFL teaching.

Effective classroom management is essential for creating a positive learning environment and enhancing instructional effectiveness EFL teachers encounter numerous challenges, including maintaining discipline, addressing classroom management issues, and managing disruptive behavior.

Discussion

The results from the questionnaires and interviews reveal the significant stressors faced by EFL teachers, along with the various coping strategies they adopt This analysis underscores the challenges inherent in their profession while also emphasizing the resilience and adaptability essential for their success.

4.2.1 Causes of EFL teachers’ occupational stress

The study of occupational stress in EFL teachers, utilizing quantitative questionnaires and qualitative interviews, builds upon existing literature by uncovering a complex range of stressors It highlights both commonalities with previous research and the unique experiences and contexts that influence teachers' perceptions and reactions to these stressors.

High workload is a major source of stress for teachers, as highlighted by Teacher I1's description of teaching as a "24-hour job." This aligns with Chang's (2009) research, which identifies workload as a key factor in teacher burnout These findings underscore a common challenge in the teaching profession, where the significant demands on teachers’ time and energy consistently contribute to occupational stress.

Classroom management has been identified as a major source of stress for EFL teachers, particularly novice educators, echoing Velez and Cano's (2008) findings on the challenges posed by diverse student behaviors This persistent issue underscores the ongoing difficulties teachers face, significantly contributing to their occupational stress Additionally, concerns regarding student engagement and motivation further exacerbate this stress, aligning with the insights from Karimi.

The challenge of engaging a diverse student body highlights the necessity for effective strategies and support systems that cater to different student interests and motivation levels, ultimately reducing teacher stress.

Supportive networks within schools play a crucial role in managing teacher stress, as reported by educators who emphasize the importance of collegial and administrative support This aligns with Kyriacou’s (2001) findings on the significance of institutional support in alleviating teacher stress The correlation between our findings and existing literature underscores the necessity of a supportive work environment for helping teachers effectively navigate occupational stressors.

The current study reinforces existing literature on common stressors faced by EFL teachers while highlighting the unique contexts and personal experiences that shape their perceptions and management of stress For example, Teacher I3's positive experiences with support systems and coping strategies demonstrate the variability in how teachers respond to stress, revealing a complex landscape of occupational stress in EFL teaching influenced by individual and contextual factors.

This investigation into occupational stress among EFL teachers has identified key stressors, including workload, classroom management, student behavior, and interpersonal dynamics, aligning with findings from Kyriacou (2001) and Brouwers and Tomic (2000) Both this study and previous research highlight workload and student behavior as major contributors to occupational stress, indicating their pervasive nature in the teaching profession Notably, this study reveals the significant role of supportive networks and personal resilience strategies in mitigating stress, an aspect not extensively covered in earlier literature, suggesting a need for future research to explore these factors further.

4.2.2 Effects of teachers’ occupational stress

This study investigates the impact of occupational stress on EFL teachers through an exploratory research approach, which enables a thorough examination of the different dimensions and effects of stress By employing this method, the research aims to provide a comprehensive understanding of how occupational stressors influence teachers' well-being and job satisfaction.

Understanding the impact of occupational stress on teachers is essential for creating a supportive teaching environment, especially in the EFL context Data gathered from questionnaires and interviews highlight that excessive workload is a significant stressor negatively influencing teachers' well-being and efficiency This aligns with Chang's (2009) findings, which indicate that high workloads contribute to teacher burnout.

Teachers report that the demands of lesson preparation and grading can lead to significant workload-induced stress, negatively impacting their emotional well-being Classroom management emerges as a critical source of stress, as highlighted in both interviews and questionnaires For instance, Teacher I2 struggles with maintaining order during activities, which aligns with findings from studies conducted by Velez.

Classroom management is a significant source of stress for teachers, impacting their satisfaction and effectiveness (Cano, 2008) Disengaged students contribute to this stress, as highlighted by Teacher I3, echoing Karimi’s (2011) findings that low student motivation can increase teacher stress and affect job performance Support systems within schools are essential for reducing occupational stress, with positive relationships among colleagues and administrative support playing a vital role, as noted by Teacher I1 This aligns with Kyriacou's (2001) emphasis on the importance of institutional support in enhancing teacher well-being and alleviating stress.

Comparative analysis of current findings with previous studies reveals notable contrasts, particularly regarding support systems; while Kyriacou (2001) posits their consistent benefits, many teachers report feeling inadequately supported Excessive workload emerges as a primary stressor, corroborating teachers' narratives about the pressures of lesson planning, grading, and other responsibilities Additionally, challenges in classroom management and student engagement were confirmed as influential stress factors Support systems in schools are identified as both a potential stress mitigator and an area for improvement, depending on individual contexts These insights not only validate the initial hypotheses but also highlight the complexity of occupational stress in the EFL teaching environment, underscoring the need for targeted support strategies to effectively address these diverse stressors.

This exploratory investigation reveals that occupational stress significantly affects EFL teachers' mental and physical health, job satisfaction, and teaching effectiveness High stress levels correlate with increased anxiety, depression, and burnout, negatively impacting teachers' performance in the classroom and leading to lower job satisfaction and potential declines in teaching quality The study emphasizes the importance of institutional support and personal resilience in reducing stress's adverse effects Teachers with greater support from colleagues and administration, along with effective coping strategies, show improved resilience and experience fewer stress-related symptoms.

Summary of the chapter

This chapter examines the experiences of EFL teachers facing occupational stress, highlighting key findings from questionnaires and interviews It identifies excessive workload, classroom management challenges, and student engagement issues as primary stressors The impact of these stressors on teachers’ daily lives is discussed, along with various coping strategies, including support from colleagues and administration Additionally, the chapter emphasizes the significance of personal growth and job satisfaction in managing occupational stress Despite these challenges, teachers demonstrate resilience and adaptability, finding effective ways to cope with stress in their profession.

CONCLUSION

Summary of key findings

A thorough investigation into the experiences of EFL teachers reveals the complex nature of occupational stress in this educational context Key stressors identified include the heavy workload faced by EFL teachers, the challenges of managing a diverse and dynamic classroom, and the difficulties in engaging students with varying levels of interest and proficiency in English.

Teachers encounter daily stressors while striving to balance their professional duties with personal well-being Research indicates that EFL teachers exhibit impressive resilience, utilizing various coping strategies such as innovative teaching methods and self-care practices to manage stress effectively Additionally, strong support networks within the educational ecosystem—comprising colleagues, administration, and professional communities—play a vital role in offering emotional and practical assistance, helping teachers navigate the challenges of their roles.

The personal resilience of teachers plays a crucial role in their professional development, as it allows them to navigate and learn from stressful situations effectively Research highlights the positive aspects of occupational stress, suggesting that it can lead to significant personal and professional growth By confronting and managing stress, teachers engage in a journey of self-discovery and skill enhancement, ultimately resulting in greater job satisfaction and a deeper sense of fulfillment in their careers.

The relationship between occupational stress and growth is a significant aspect of the EFL teaching experience, showcasing the profession's dynamic nature Teaching is both challenging and rewarding, illustrating the complexity of the vocation Adversity can act not only as a barrier but also as a catalyst for deep professional and personal development This study provides valuable insights into the resilience of EFL teachers and the transformative impact of their experiences with occupational stress.

Implications of the study

A comprehensive investigation into occupational stress among EFL teachers in primary schools reveals that workload, classroom management, and student engagement are significant stressors These challenges test teachers' resilience and adaptability, prompting them to create and apply effective coping strategies In primary education, EFL teachers often contend with large class sizes and young learners who struggle with self-regulation, necessitating the ability to capture student attention while facilitating successful language learning.

To enhance the educational environment and support teacher well-being, it is essential to implement targeted support systems in primary education that address specific stressors, such as classroom management and language barriers faced by EFL teachers These systems should include psychological support, counseling, and professional development focused on stress management By proactively recognizing and addressing their daily stressors, EFL teachers can adopt effective coping mechanisms tailored to the unique challenges of teaching young learners, ultimately fostering their professional growth and long-term well-being.

This study lays the groundwork for future research into the often-overlooked aspects of occupational stress and coping strategies among primary EFL teachers By shedding light on these areas, it can lead to the discovery of innovative stress management techniques that enhance teacher well-being This exploration is essential as it opens new avenues for academic inquiry and practical applications, promising advancements in support systems and resources for EFL teachers in primary schools, ultimately prioritizing both teacher well-being and educational excellence.

Recommendations

To alleviate occupational stress among EFL teachers, it is vital for school administrations to regularly evaluate and manage teachers' workloads, keeping them at a sustainable level Ensuring adequate resources and support is essential for teachers to perform their duties effectively By streamlining administrative tasks, teachers can concentrate more on instruction, thereby reducing their stress Furthermore, providing professional development opportunities aimed at improving time management and organizational skills will empower teachers to better handle job demands and minimize burnout.

Effective classroom management significantly influences teachers' stress levels, making it essential for schools to offer ongoing training in management strategies By equipping educators with the necessary skills to maintain discipline and navigate diverse classroom dynamics, schools can foster a more supportive atmosphere Implementing peer mentoring programs allows experienced teachers to share best practices and provide guidance to newer colleagues Additionally, promoting a positive learning environment and encouraging proactive behavior management techniques can further alleviate stress associated with classroom management.

Student behavior and engagement play a crucial role in influencing teachers' stress levels, making it essential for schools to organize professional development sessions that focus on modern teaching methods By adopting diverse instructional approaches tailored to various learning styles, teachers can enhance student engagement through interactive techniques like group work and project-based learning Regular feedback from students allows educators to adjust their methods promptly, addressing engagement issues effectively Additionally, providing support for managing challenging behaviors, including access to counseling and behavior management specialists, is vital Implementing these strategies fosters a supportive environment for EFL teachers, reducing stress and enhancing job satisfaction, ultimately benefiting both educators and students by creating a more effective and engaging learning experience.

Limitations of the study

Acknowledging the limitations of this study is crucial for fully grasping its context and implications Although the sample size is sufficient for preliminary insights into the occupational stress faced by EFL teachers, it may not accurately represent the broader teaching community A larger sample could yield a more detailed understanding of the stressors and coping strategies among EFL teachers, thereby increasing the reliability of the findings.

This study's geographic focus on specific regions and educational settings presents a significant limitation, as the unique cultural, educational, and institutional contexts can greatly impact EFL teachers' stress experiences and coping strategies Therefore, the findings may be more reflective of these specific contexts rather than universal experiences, restricting their relevance to EFL teachers in diverse geographical or institutional environments.

The limitations of this study highlight the need for caution when generalizing its conclusions Although the findings offer significant insights into occupational stress among EFL teachers, applying these conclusions to larger populations without accounting for factors such as sample size and geographic context may result in oversimplifications or inaccuracies.

Future research should focus on incorporating larger and more diverse samples of EFL teachers from various geographical regions and teaching contexts This would validate and expand upon current findings, offering a comprehensive exploration of occupational stress factors and management strategies among EFL teachers Such an approach would enrich the knowledge base on this topic, providing a solid foundation for targeted interventions and support systems aimed at enhancing the well-being and job satisfaction of EFL teachers globally.

Directions for future research

Future research on occupational stress among EFL teachers offers a valuable opportunity to examine how stressors change over time in the dynamic education landscape Longitudinal studies could reveal the stress levels experienced by EFL teachers throughout their careers, from entry into the profession to various stages of professional development and role changes Identifying critical periods of heightened stress will enable targeted interventions to provide effective support for teachers during these key moments.

The integration of educational technologies and pedagogical innovations has significantly transformed teaching and learning environments Exploring how these changes affect the stress levels and coping mechanisms of EFL teachers can reveal important insights into the impact of digital tools and innovative methodologies on teacher well-being This investigation may also highlight how technology can both alleviate and exacerbate stress, providing a nuanced understanding of its role in the EFL classroom.

Comparative studies across diverse educational contexts, including urban public schools and rural private institutions, as well as primary and adult learning environments, can enhance our understanding of EFL teacher stress By investigating the common stressors and coping strategies in these varied settings, researchers can identify universal challenges faced by EFL teachers and unique issues relevant to specific contexts These insights are crucial for creating comprehensive support systems that are both globally relevant and tailored to local educational needs.

Investigating occupational stress in EFL teachers is crucial for developing effective support and intervention strategies By examining how stress evolves over time, the influence of technological and pedagogical advancements, and comparing various teaching contexts, future research can significantly improve the well-being and job satisfaction of EFL educators globally.

Understanding the complexities of occupational stress faced by EFL teachers is essential for fostering a positive teaching and learning environment This study highlights the critical importance of a supportive educational framework in improving teachers' well-being and job satisfaction By examining the stressors these educators encounter, it advocates for a proactive approach to identify and address these challenges The research illustrates that the quality of education is closely tied to the well-being of teaching staff; supported teachers are more engaged, motivated, and satisfied with their roles, leading to better teaching performance and improved student outcomes Consequently, this study urges educational policymakers, school administrators, and the wider educational community to prioritize and invest in initiatives that enhance teacher well-being.

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Research by Velez and Cano (2008) highlights the significant link between teacher immediacy and student motivation, suggesting that teachers who engage more directly with their students can enhance their motivation levels Additionally, Woolfolk Hoy and Burke-Spero (2005) examine how teacher efficacy evolves during the initial years of teaching, comparing four different measures to assess this development Together, these studies underscore the importance of teacher-student interactions and the evolving confidence of educators in fostering a motivating learning environment.

APPENDIXES APPENDIX 1 EFL TEACHERS’ OCCUPATIONAL STRESS QUESTIONNAIRE

This questionnaire is designed for a research study focused on identifying the factors that contribute to occupational stress among EFL teachers Your honest feedback is crucial for our research Please evaluate the following statements according to your experiences using a five-point Likert scale, where 1 indicates "Strongly disagree" and 5 indicates "Strongly agree."

Please indicate your level of agreement with the following statements:

1 I feel overwhelmed by the number of hours I work in a week

2 The number of classes I teach in a week is too high

3 I often have to work outside of my contracted hours to manage my workload

4 I have enough time to prepare for each class I teach

5 The workload expectations from the school administration are reasonable

6 I find it difficult to maintain discipline in my classroom

7 I feel equipped to handle different classroom management issues

8 I often struggle with disruptive behavior in the classroom

9 I feel that I have adequate training in classroom management strategies

10 I am able to establish a positive learning environment in my classroom

Section 3 Student behavior and engagement

11 My students are generally well-behaved in the classroom

12 I find it challenging to engage my students in the learning process

13 My students show a high level of interest in the subjects I teach

14 I often have to deal with student apathy towards learning

15 I am satisfied with the level of respect my students show me

16 I have a positive relationship with my colleagues

17 I feel supported by the school administration

18 There is a healthy level of communication among staff at my school

19 I often feel left out or isolated at my workplace

20 I am satisfied with the level of professional respect I receive from my colleagues

Section 5 Coping strategies and job satisfaction

21 I have effective strategies to cope with occupational stress

22 I feel satisfied with my job

23 I often think about leaving my job due to stress

24 I feel that my work is valued and appreciated

25 I am able to maintain a good work-life balance

Please provide any additional comments or insights related to your experiences with occupational stress in EFL teaching:

[Your comments] Thank you for participating in our study!

Many educators feel overwhelmed by their workload, often working beyond contracted hours and managing a high number of classes each week Despite these challenges, they generally believe that the expectations from school administration are reasonable and feel equipped to handle classroom management issues While maintaining discipline can be difficult, teachers report having adequate training and the ability to create a positive learning environment Student engagement varies, with some experiencing apathy despite high levels of interest in the subjects taught Relationships with colleagues are typically positive, and support from school administration is appreciated, although feelings of isolation can arise Teachers employ effective strategies to cope with occupational stress and express overall job satisfaction, though thoughts of leaving due to stress occasionally surface Ultimately, many feel their work is valued and manage to maintain a good work-life balance.

Female 3 1 3 3 3 2 5 1 1 5 2 1 5 3 4 3 3 3 3 3 3 3 3 3 3 this is a good career but someti mes there a few dissatis faction issues due to the environ ment of educati on in Vietna m

Many students struggle to concentrate during lessons, which can be stressful for educators who must dedicate significant time to them, ultimately affecting the attention available for other students.

Hiện giờ chưa nghĩ ra

Female 3 3 3 5 3 3 3 3 4 4 3 3 4 4 4 4 4 4 2 4 3 4 2 4 4 the adminis trative policies and teachin g environ ment have an effect on teacher s’ stress and that teacher s stress and self- efficacy are context specific

Learn how to adapt with new environ ment when starting workin g withou complai nt

Working at a state school in Hanoi offers a less stressful environment compared to private schools, as shared by my colleagues who teach in both settings They frequently share their daily teaching experiences, highlighting the differences in workload and pressure between the two types of institutions.

Good prepara tion provide s good lessons

No additio nal comme nts

I do not experie nce a high level of stress in my work

The attensio n of student s in each lesson

I have some health proble ms influen cing to my teachin g …

I frequently face challenges in finding effective teaching methods to balance the knowledge imparted in each lesson for both high-performing and struggling students in large classes.

I don’t really have to deal with occupat ional stress

In my experience, I am fortunate to have strong relationships with my colleagues, but I often face pressures like high workloads and varying language abilities among students A significant source of stress arises from students' lack of awareness regarding the importance of reviewing previous lessons and completing their homework This issue is influenced by factors such as student motivation and family environment, ultimately impacting the overall quality of the subject.

I feeloverwhelmedbythe number of hours I work in a week 2 The number of classes I teach in a week is too high

3 I often have to work outside of my contracted hours to manage my workload 4 I have enough time to prepare for each class I teach

5 The workload expectations from the school administrationare reasonable 6 I finditdifficulttomaintain discipline in my classroom 7 I feel equipped to handle different classroom management issues 8 I oftenstruggle withdisruptive behavior in the classroom.

9 I feelthatI have adequate traininginclassroommanagement strategies

10 I am able to establish a positive learningenvironment inmy classroom 11 My students are generally well- behaved in the classroom 12 I find it challenging to engage my students in the learning process 13 My students show a high level of interest in the subjects I teach 14 I often have to deal with student apathy towards learning 15 I am satisfied with the level of respect my students show me.16 I have a positive relationship with my colleagues 17 I feel supported by the school administration

18 There isa healthylevelof communicationamongstaff atmy school.19 I often feel left out or isolated at my workplace.

20 I am satisfied with the level of professionalrespect I receive from my colleagues 21 I have effective strategiesto cope with occupational stress 22 I feel satisfied with my job 23 I often think about leaving my job due to stress.24 I feel that my work is valued and appreciated 25 I am able to maintain a good work-life balance. Me an

Hello and thank you so much for agreeing to participate in this interview Your insights are invaluable to our study, and we truly appreciate your time

In our study on occupational stress among EFL teachers, we are conducting interviews to gain insights into the experiences and perceptions of educators Our goal is to investigate the causes and effects of occupational stress within the teaching environment, particularly how these factors influence teaching effectiveness and personal well-being.