Efl teachers’ occupational stress in teaching english: A case study of a public primary school in HaNoi = Áp lực nghề nghiệp trong việc giảng dạy tiếng Anh của các giáo viên giảng dạy tiếng Anh như một môn ngoại ngữ: Nghiên cứu trường hợp điển hình ở một trường tiểu học công lập trên địa bàn Hà Nội

Tóm tắt

This study delves into the occupational stress experienced by English as a Foreign Language (EFL) teachers, aiming to identify the primary sources of stress and the coping mechanisms employed to manage these challenges. Through a mixed-methods approach, combining questionnaires and in-depth interviews with EFL teachers, the research sheds light on workload, classroom management, and student engagement as key stressors. The findings reveal that while these stressors significantly impact teachers’ daily professional lives, the adoption of supportive networks within educational institutions and personal resilience strategies play a crucial role in mitigating stress. Furthermore, the study explores the relationship between occupational stress, personal growth, and job satisfaction among EFL teachers, highlighting how navigating stressors can lead to professional development and enhanced job fulfillment. The implications of this research are manifold, offering valuable insights for educational policymakers, school administrations, and EFL teachers themselves. Recommendations are made for developing targeted support systems, improving classroom management training, and fostering student engagement to alleviate teacher stress. The study also acknowledges its limitations, including sample size and geographic scope, and suggests directions for future research to build upon the findings. Ultimately, this study underscores the importance of understanding and addressing occupational stress to create a supportive teaching environment, thereby ensuring high-quality education for students and promoting the wellbeing of the EFL teaching workforce.