INTRODUCTION
Setting the Scene
Occupational stress is a significant health concern that can lead to various physical and psychological issues (Quick & Henderson, 2016) It negatively impacts workers across all sectors (Maphala, 2014), including teachers, who face unique challenges in school environments (Dick & Wagner, 2010) The teaching profession is particularly stressful and demanding, contributing to heightened levels of occupational stress (Griffith, Steptoe & Cropley, 1999, as cited in Alhija).
2015) To illustrate, 46% of teachers in American state schools reported a high level of daily stress, making teaching as stressful a profession as nursing (Gallup,
Teacher stress poses significant risks, impacting both personal well-being and educational outcomes It adversely affects teachers' health, sleep, and quality of life, leading to decreased performance, increased absenteeism, and potential early resignation (Pennsylvania State University, 2016) Furthermore, this stress can negatively influence student performance, highlighting the broader implications of teacher well-being on the educational environment (Bazara, Simatwa & Gogo, 2016; Saqib & Rehman, 2018; Alam, 2012).
As a student teacher experiencing stress related to my part-time teaching role, I recognize that full-time public sector teachers face even greater challenges, including heavy workloads, large class sizes, and the need to adapt to rapid changes in the educational system This observation has sparked my curiosity about the stress levels among Vietnamese English teachers, the underlying causes of their stress, and the coping strategies they employ to manage it.
In recent years, teacher stress has emerged as a significant issue in Vietnam, particularly among early childhood educators A study revealed that only 38% of these educators in Ho Chi Minh City reported low stress levels, while 16.5% experienced moderate to extremely high stress Notably, in Phu Nhuan District, an alarming 85.9% of early childhood teachers indicated varying degrees of stress, highlighting the urgent need for addressing this growing concern in the education sector.
A significant 48.7% of lecturers and administrative staff in Ho Chi Minh City report feeling stressed, highlighting a concerning trend in the Vietnamese education system (Tran & Tran, 2012) Despite this, research on stress among high school teachers in Vietnam remains scarce, particularly regarding the pressures they face from adapting to new curricula and ensuring student success in graduation and university entrance The increasing media scrutiny adds to their stress levels Given the urgency and importance of addressing this issue, this study aims to explore the stressors affecting high school English teachers and the coping strategies they utilize.
Scope of the study
This descriptive research aimed to provide insight into teachers' stress by examining stress levels, stressors, and coping mechanisms Focusing on the psychological aspects of stress, the study prioritized the emotional experiences of teachers over the neuroendocrine mechanisms involved It primarily investigated occupational stress linked to workplace and teaching factors, while acknowledging the influence of other interconnected elements Although the study is multi-disciplinary, it offers only a brief exploration of psychology without delving deeply into the field.
Aims and objectives
The study focused on assessing the stress levels and underlying causes faced by English teachers at Bach Dang High School in Hai Phong, while also exploring the strategies these educators utilize to manage their stress Three key research questions were formulated to guide this investigation.
1 What is the level of stress experienced by English teachers in Bach Dang High school?
2 What are the factors that cause stress in English teachers in Bach Dang High school?
3 What are the strategies employed by English teachers in Bach Dang High school to tackle stress?
Significance of the study
This study enhances the understanding of teachers' stress by providing authentic data on the stress levels, stressors, and coping strategies of high school teachers in Vietnam, thereby addressing a gap in existing research The findings aim to guide teachers in recognizing and alleviating stress-related issues in their careers Additionally, the study seeks to raise awareness about stress in educational settings and inspire the creation of social and professional support networks to help teachers manage stress effectively.
Organisation of the study
This paper is structured into five chapters: Chapter 1 introduces the research background, scope, rationale, and aims Chapter 2, the Literature Review, provides an in-depth examination of relevant terms and issues from various perspectives in existing research Chapter 3 details the research methodology, including instruments and procedures In Chapter 4, the Findings and Discussion section presents both quantitative and qualitative data, accompanied by an analysis of the results Finally, Chapter 5 concludes with a research summary, recommendations, and considerations for future studies.
LITERATURE REVIEW
Introduction
In this chapter, we will review and synthesize existing literature on stress, particularly focusing on teacher stress, to provide a comprehensive understanding relevant to our study We aim to explore the stress levels, stressors, and coping strategies of English teachers at Bach Dang High School Section 2.1 presents a multi-perspective overview of definitions, models, and conceptualizations of stress, stressors, and coping strategies Section 2.2 then narrows this focus to teacher stress, highlighting recent studies that address our research questions and contribute to the existing knowledge in this field.
Stress
The first official definition of stress to be coined was attributed to Han Selye, who was the pioneer in the research of stress (Fink, 2016) As early as
In 1926, Selye identified a variety of repeated bodily responses to stressors in patients with different illnesses, which led to extensive research on stress in subsequent years He defined stress as "the non-specific responses of the body to any demand for change," marking the first official definition of the term.
The initial definition of stress was considered ambiguous and has since been refined by various researchers Evans later defined stress as situations where environmental demands surpass an individual's ability to cope.
The initial definition of stress, while detailed, did not meet the expectations of researchers focused on the topic, leading to the need for clearer definitions As research on stress expanded, the term evolved to "allostasis," reflecting a more refined understanding of the concept.
5 body’s response to any event with an aim to maintain homeostasis (Sterling & Eyer, 1988)
Research on stress began from a physiological standpoint in 1926, but it wasn't until the 1960s that psychological stress studies emerged While Hans Selye focused on the neuroendocrinological aspects of stress, Richard Lazarus introduced the cognitive dimension, defining stress as the relationship between an individual and their environment that is perceived as significant and overwhelming one's coping capacity Lazarus's perspective on stress as a relational concept established a crucial foundation for psychological stress research.
1984), and most importantly, his Stress and Coping Theories (Lazarus & Folkman,
Stress is defined in various ways across different fields, reflecting its complex nature Behaviorists link stress to anxiety and emotional tension in response to perceived danger (Selye, 1976, as cited in Fink, 2016), while psychiatrists view it as a disorder stemming from stressful situations Psychologists argue that stress arises when environmental demands exceed an individual's coping abilities (Cohen, Janicki-Deverts & Miller, 2007) Medically, stress encompasses physical, mental, and psychological factors that create tension (William, 2018) Recognizing its multi-faceted nature, Thoit (2010) offers a comprehensive definition, describing stress as "the physiological and psychological experience of significant life events, trauma, and chronic strain."
Stress is a multifaceted concept that can be seen as a situation, experience, relationship, or disorder Recent definitions emphasize stress as the tension resulting from challenges that exceed an individual's coping abilities This study concentrates on the cognitive and psychological dimensions of stress, aligning with the definitions proposed by Lazarus (1966) and Cohen et al (2007).
6 and Thoit (2010) Therefore, in this study, stress can be understood as
―experiences that cause feelings of anxiety and frustration because they threaten one’s security or push one beyond his/her ability to successfully cope‖ (McEwen,
Stress can be categorized in various ways, with eustress, a term coined by Selye in 1974, representing stress that yields positive outcomes, in contrast to distress Eustress is acknowledged as a beneficial response to challenging situations, contributing to overall mental and physical well-being, as noted by Lazarus in 1993.
Distress can be categorized into two subtypes: tolerable stress and toxic stress (McEwen, 2016) Tolerable stress is manageable, as the individual possesses the necessary coping abilities and resources In contrast, toxic stress overwhelms a person's coping mechanisms and support systems, leading to detrimental effects on behavior.
Stress can be categorized by its duration and frequency, with acute stress being a short-term experience, while chronic stress persists over an extended period Additionally, episodic acute stress involves multiple episodes of acute stress occurring over time.
Stress has been recorded in the literature to have a range of effects on the inflicted person’s well-being as well as performances
Chronic stress has been shown to have detrimental effects on health, leading to physical tension from stress hormones that can cause significant wear and tear on bodily systems This prolonged stress can result in long-term and potentially irreversible damage, such as increased blood pressure and heart rate, which may strain the cardiovascular system and lead to serious conditions like cardiac arrest and stroke Additionally, the harmful effects of chronic stress extend to various bodily systems, including the musculoskeletal, respiratory, endocrine, gastrointestinal, nervous, and reproductive systems.
Association, n.d) Meanwhile, eustress and acute stress are short-term in nature, therefore, they do not pose such great a threat (Kun, 2013)
Stress can lead to significant mental health issues, including anxiety and depression, due to physiological changes that disrupt healthy coping mechanisms and attitudes towards seeking support (Khan & Khan, 2017) Additionally, psychological factors can influence an individual's vulnerability to physical illnesses (Monat & Lazarus, 1977, as cited in Evans, 1984) This highlights the interconnectedness of the physical and psychological effects of stress on overall health.
Numerous studies have highlighted the dual impact of stress on performance, indicating that while stress can enhance motivation and facilitate successful adaptation to environments (Shahsavarani, Abadi & Kalkhoran, 2015), it can also negatively affect work efficiency.
The influences of stress on performance can be comprehensively illustrated by the inverted U hypothesis, or in other words, Yerkes-Dodson Law (Yerkes & Dodson, 1908):
The Yerkes-Dodson Law posits that there is an optimal level of psychological arousal that enhances performance on challenging tasks, with both insufficient and excessive arousal leading to decreased performance This optimal arousal, known as eustress, promotes effective functioning, while excessive arousal results in negative stress, anxiety, and panic Conversely, a lack of arousal or extreme arousal can cause performance to plummet This theory has been supported by subsequent research from scholars like Benson and Allen (1979) and Wren and Adya (2009), highlighting its relevance in understanding the relationship between stress and performance.
Understanding stress requires an in-depth examination of the various factors, known as stressors, that contribute to it Stressors can be defined as both internal and external stimuli that impose stress on an individual (Sato et al., 2006).
Stress is a complex issue that is analyzed from various perspectives across different research fields Consequently, the literature presents multiple classification models for stressors, reflecting the diverse nature of stress.
Teacher stress
In the realm of education, addressing the stress faced by various stakeholders has led to the emergence of specific terms, notably "teacher stress" or "teacher occupational stress."
Teacher occupational stress, as defined by researchers like Kyriacou (2001) and Howard & Johnson (2004), encompasses negative emotions such as anger, frustration, tension, and depression that arise from the demands of teaching Further definitions by Sandilos et al (2018), Albu (2013), and Popa et al (2015) connect these feelings to specific aspects of the educational environment Clipa (2017) identifies additional stress-related emotions, including fear, uncertainty, and restriction Overall, the literature indicates that teacher occupational stress is characterized by a spectrum of negative emotions resulting from the challenging nature of the teaching profession and school settings.
Globally, stress is highly prevalent among teachers, with early research indicating that approximately 70% of American teachers experience moderate to high levels of stress (Coates & Thoreson, 1976, as cited in Travers & Cooper, 1996).
Research indicates that a significant percentage of primary school teachers in Kwazulu, Africa experience high levels of stress, with figures ranging from 42% to 55.8% across various stressor groups (Maphala, 2014) Similarly, a study conducted in Sueva County revealed that 84% of teachers perceived their profession as moderately to highly stressful (Clipa, 2017) In contrast, a study in Vietnam found that 82.7% of teachers reported experiencing light stress, with only 3.2% exhibiting symptoms of heavy stress (Trinh, 2014).
The level of stress an individual experiences is significantly shaped by their biographical characteristics, including psychological traits like personality Factors such as the intensity and duration of stressful events, along with past experiences and variations in how individuals assess these situations, also play a crucial role in determining stress susceptibility (Travers & Cooper).
Research indicates that work experience and gender significantly influence stress levels in various stressors (Ahija, 2015) Notably, women tend to experience higher stress levels than men, attributed to their greater emotional sensitivity (Kourmousi et al., 2015).
Measuring occupational stress in teachers has been facilitated by various stress inventories utilized in numerous studies The first notable inventory, developed by Fimian in 1984, consists of 49 items across ten categories of stressors, including time management and emotional manifestations In contrast, Travers and Cooper's 1996 questionnaire offers a more comprehensive approach with over a hundred identified stressful situations A more recent tool, the Teacher Stress Questionnaire by Maphala (2014), features 50 items categorized into five distinct groups of stressors Additionally, researchers Hendres et al (2014) and Alhija (2015) have introduced their own teacher stress scales, further contributing to the understanding of stress in the teaching profession.
Examining past research on teaching-related stressors reveals valuable insights into the circumstances and environmental factors that contribute to stress in educational settings A comprehensive review of the existing literature has led to the identification of several key stressors that affect educators.
- Teacher-student relationship (Aldrup, Klusmann & Ludtke, 2017)
- Students’ lack of motivation (Kyriacou, 2001; Aldrup et al., 2017)
- Disciplinary issues (Kyriacou, 2001; Blasé, 1986; Aldrup et al., 2017)
- Integration of the special needs children (Massari, Muntele & Curelaru, 2013)
- Administration climate and support (Kyriacou, 2001; Cozolino, 2017; Craşovan & Ungureanu, 2010; El Helou et al, 2016; Hasting & Bham, 2003)
- Low participation in decision making (Hasting & Bham, 2003; Sandilos et al., 2018)
- Rapid education-related changes (Kyriacou, 2001; Clipa, 2017; Massari et al, 2013; Maphala,
- Time pressure and workload (Kyriacou, 2001; Aldrup et al., 2017; El Helou et al., 2016; Sandilos et al., 2018)
- Unreasonable teacher-student ratio (Blasé, 1986; Sandilos et al., 2018)
- Continuous training courses (Clipa, 2017; Albu, 2013; Mongomery & Rupp, 2005)
- Performance assessment and evaluation (Kyriacou, 2001; Clipa, 2017)
- Role conflict and ambiguity (Kyriacou, 2001; Kantas, 1995; Hasting & Bham, 2003; Neves de Jesus et al., 2014)
- Low social recognition and social status (Gano-Garcia, Padilla-Munoz & Carassco-Ortiz, 2005; Cozolino, 2017)
- Low income (Popa et al., 2015)
- Low promotion opportunity (Sandilos et al., 2018)
- Lack of teaching utility and facilities (Kyriacou, 2001; Aldrup et al., 2017; Massari et al, 2013; Clipa, 2017)
- Communication failure with parents (Blasé, 1986)
- Poor rapport with colleagues (Blasé, 1986; Kyriacou, 2001)
- Poor rapport with administration board (Craşovan & Ungureanu, 2010; El Helou et al., 2016)
- Individual traits such as personality, gender, living environment (Alhija, 2015; Guglielmi & Tatrow, 1998)
- High job demands (Harmsen, Helms-Lorenz, Maulana, Veen, & Veldhoven, 2016)
The figure presented outlines various stressors faced by teachers, derived from extensive recent research conducted by scholars globally These stressors have been organized into nine distinct categories to identify the overarching factors contributing to teacher stress This classification aims to create a conceptual framework that simplifies the identification of themes for effective data collection and analysis.
Teachers utilize a variety of coping strategies to manage stress, as highlighted in the literature Key methods include seeking family support (Aldrup et al., 2017), evaluating personal lifestyles, avoiding stress-inducing situations, engaging in physical exercise, and connecting with nature (Fengler, 2016) Additionally, professional psychological support, such as counseling and resilience training (Sandilos et al., 2018), effective time management (Fengler, 2016), fostering a sense of belonging (Cozolino, 2017), and forming support groups (Aldrup et al., 2017) are also common Alhija (2014) identifies five primary coping patterns among teachers: behavioral change, seeking help, social support, distancing from work, and emotional control Trinh (2014) categorizes coping strategies into actively addressing stressors, seeking assistance, reducing stress, avoiding problems, and negative coping While the first three strategies are deemed healthy and effective, avoidance offers only temporary relief, and negative coping is often harmful and ineffective.
In Vietnam, there is a significant lack of literature addressing professional support networks for teachers focused on stress management Educational programs aimed at coping with stress or raising awareness about it are notably scarce within the Vietnamese educational landscape.
Concluding remarks
My literature review has offered a thorough insight into stress as both a physiological and psychological concern It highlights that psychological stress is a context-specific area of study that can generate valuable data through personal stories and shared experiences, showcasing various aspects of the teaching profession Additionally, this type of stress is more manageable, making it a crucial focus for future research.
16 related to the researcher's field of interest and specialization
The conceptual frameworks outlined in this study guide the research process, with the compilation of teachers' stressors in Figure 4 serving as a foundational element for developing data collection tools and analyzing qualitative data, which will be detailed in the following chapter Additionally, the various frameworks and models discussed in the literature review facilitate the organization and interpretation of data gathered in Chapter 4 Furthermore, findings from previous studies by international scholars provide a rich database for comparison with the research results presented in Chapter 5.
RESEARCH METHODOLOGY
Introduction
Chapter 2 provides a comprehensive review of existing research on stress and teacher stress, offering valuable insights that inform the selection and visualization of research methodology, instruments, and procedures In Chapter 3, the research design is detailed across six sections, from 3.1 to 3.6, covering the research population, study context, data collection instruments, data collection procedures, and data analysis.
Research design
To achieve the study's objectives, I employed a mixed-method approach that prioritized qualitative data while also incorporating quantitative elements This method was chosen for its ability to provide deeper and broader insights than a single approach (Almalki, 2016) By integrating both qualitative and quantitative data, the study effectively explores the issue of stress among English teachers from both numerical and verbal perspectives, offering a comprehensive approach to a complex research problem like psychological stress (Doyle, Brady & Byrne, 2009).
I utilized the convergence model of triangular design (Creswell, 2014) to gather diverse yet complementary data regarding the topic of stress, as supported by Morse (1991) in Creswell & Clark (2007) An illustrative flowchart of this model is provided below.
To assess the stress levels experienced by English teachers, it is essential to collect quantitative data for accurate interpretation and comparison This approach allows for the assignment of scores to measure stress across various factors, making it effective in classifying and quantifying features while constructing a statistical model to explain the observed data (Babbie, 2007) Additionally, the quantitative approach is valuable for exploring the current state of an issue (Mujis, 2006), making it suitable for this research as an exploratory study.
Stress is a complex socio-psychological issue, and relying solely on quantitative design may overlook significant information due to limited variables (Mujis, 2006) To gain deeper insights into the stressors and coping strategies experienced by teachers, the collection of qualitative data is essential This approach allows for a thorough exploration of the meanings individuals or groups attach to social problems (Creswell, 2014, p 4) and is particularly effective for gathering in-depth information (Mujis, 2006) Additionally, qualitative design facilitates the identification of strategies used to manage stress and the extraction of recommendations from participants.
Research population
The research involved a total of 10 English teachers from Bach Dang High School in Haiphong Given the small size of the participant group, all teachers took part in the study, eliminating the need for sampling.
Context of the study
Bach Dang High School, located in a mountainous region of Haiphong, is a public institution where students exhibit low performance in English In the 2019 national high school examination, the average score for grade twelve students was just 4.22, well below the passing mark set by the Vietnamese education system Additionally, students display a lack of motivation to study English compared to other subjects.
In June 2019, a mock examination revealed that 84.31% of senior students at Bach Dang High School scored below 5 in English, significantly higher than the 40.28% in Mathematics and 35.60% in Literature This low proficiency in English, coupled with recent curriculum changes, has increased pressure on teachers to implement new teaching methods As a result, educators at the school are often seen as highly susceptible to occupational stress.
Instruments
To investigate the initial research question, I utilized a survey to gather data on teachers' stress levels Specifically, I employed a Teacher Stress Questionnaire (Appendix 1), which is grounded in validated stressors identified in existing literature, along with previous stress inventories developed by Fimian (1989) and Maphala (2014).
After conducting thorough primary research on various Stress Inventories in the literature, I found that questionnaires are the most prevalent tools for measuring stress Despite differences in stressors and the number of items, these inventories share a common goal: to create a profile of participants' reactions to various stressors They achieve this by presenting statements related to stressful environments or situations, such as "There is too much work to do," and asking participants to express their level of agreement using a Likert Scale.
In 1989, Fimian identified a pattern of teacher stress, leading to the creation of a Teacher Stress Questionnaire that includes 20 items reflecting common stressors identified in the literature review To minimize bias, the questionnaire statements are framed to describe ideal, non-stressful conditions, such as "My workload is reasonable for me to handle."
The questionnaire focused on nine primary sources of stress for teachers, including curriculum changes, workload, student-related issues, administrative challenges, recognition and rewards, role interpretation, relationships with various stakeholders, working conditions, and other factors It also gathered demographic information to analyze stress variations among teachers from different backgrounds A Likert scale ranging from 1 to 5 was used to assess stress levels, with 1 indicating "Totally Agree" and 5 "Totally Disagree." To ensure clarity and understanding, each questionnaire item was provided with a Vietnamese translation.
The study utilized a questionnaire to create a comprehensive profile of stress levels among 10 participants, followed by semi-structured interviews with three teachers experiencing varying degrees of stress Grounded in The Interview Protocol Refinement Framework (Castillo-Montoya, 2016), the interview protocol was crafted to explore specific stressors identified in the questionnaire Each interview focused on illuminating the current challenges faced by the teachers, the emotions these challenges elicited, and their coping responses Additionally, follow-up questions were employed to delve deeper into significant insights that emerged during the discussions.
Data Collection Procedure
At the outset of the data collection process, participants received a document outlining the study's purpose, duration, and their rights They were encouraged to ask any questions about the research, which were thoroughly addressed before they signed a consent form (Appendix 3) for their voluntary participation.
On February 7th, hard copies of the survey were distributed to three English teachers at the school, with a completion deadline of three days Two teachers promptly returned their questionnaires However, due to a month-long school closure caused by Covid-19, I sought permission from the Principal and Head Teacher to distribute the survey during a teachers' meeting on February 17th The remaining eight teachers completed the survey on-site in about 10 minutes, resulting in a 100% response rate Additionally, three out of ten teachers expressed willingness to participate in a follow-up interview.
Following the collection and analysis of quantitative data, three participants were selected for interviews based on their agreement to participate These interviewees, coded as A, B, and C, exhibited varying levels of stress scores, making them representative of the three distinct stress levels identified within the population.
On February 23rd, I reached out to interviewees A, B, and C to arrange their interview schedules Interviewee A was interviewed at her home on February 27th, while interviewees B and C were interviewed at school during their breaks on February 29th and March 3rd, respectively Before the interviews, I encouraged the interviewees to ask any questions and requested their consent by having them sign a consent form (Appendix 4), allowing me to record the interviews and utilize the gathered data.
On April 5th, the Haiphong Education Bureau launched an online teaching program in response to the COVID-19 pandemic To gather valuable insights, I conducted follow-up phone interviews with three participants to explore the challenges and stressors related to online teaching and the cancellation of in-person classes.
The interviews were audio recorded using an app on my smartphone, while additional observations like non-verbal cues and facial expressions were documented Subsequently, these audio recordings and notes were transferred to my personal computer and securely stored for research purposes only.
Data Analysis
For both quantitative and qualitative data, in this study, descriptive data analysis was employed as follows
The survey data was collected using Google Forms and analyzed in Google Sheets, where responses were coded on a Likert Scale from 1 to 5, with 1 indicating "Totally Agree" and 5 indicating "Totally Disagree." Each participant's selected option corresponded to its coded value, allowing for the calculation of a stress score by dividing the total stress points by the number of items A higher agreement level to the survey items suggested lower stress levels, which were categorized as follows: 1 for "No Stress," 2 for "Low Stress," and so on.
The stress levels of participants were categorized into four groups: Moderate Stress (4), High Stress (5), and Very High Stress Using Google Sheets, we calculated the overall stress scores, along with the mean, mode, median, and standard deviation, to analyze the data effectively.
The study analyzed stress scores across different demographics, including gender, age, and educational qualifications By examining individual responses, the research identified key stressors that were most prevalent among participants Findings were visually represented through charts, graphs, and tables for clarity and ease of understanding.
Thematic analysis was utilized to explore the qualitative data on teachers' stressors and coping strategies, enabling the identification of emerging themes and interpretation of meanings (Maguire & Delahunt, 2017) This method is widely recognized in psychological research for its accessibility and theoretical flexibility (Braun & Clarke, 2006) After transcribing the narrative interviews and removing irrelevant information, I identified themes guided by preset interview questions for efficient coding The coded data was organized into a separate document and categorized by stressors, with sub-categories including challenges, emotions, and coping strategies Interrelations among multiple stressors were noted, and the findings were presented through narrative descriptions.
Concluding remarks
The study utilized a mixed-method approach, combining quantitative and qualitative research to investigate teacher stress levels All 10 participants completed a pencil-paper Teacher Stress Questionnaire as an initial assessment Subsequently, three participants, labeled A, B, and C, engaged in in-depth semi-structured interviews to further examine their stress levels, stressors, and coping strategies The collected data was securely stored on the researcher's personal computer, with quantitative data analyzed using Google Forms and Google Sheets, while qualitative data underwent thematic analysis to derive the study's findings, which will be detailed in the following chapter.
FINDINGS AND DISCUSSION
Introduction
In Chapters 2 and 3, I reviewed relevant literature and outlined the methodology, study population, and data collection procedures, culminating in insightful findings on teacher stress, including its levels, stressors, and coping strategies This chapter presents the findings in two sections: 4.1 Quantitative data, which details results from the Teacher Stress Questionnaire, highlighting stress levels and comparisons across various variables, and 4.2 Qualitative data, which provides a comprehensive overview of teacher stressors and coping strategies based on semi-structured interviews with participants.
A, B and C While these results confirm multiple previous studies mentioned in Chapter 2: Literature Review, they also show contradictions and include new discoveries that are yet to be mentioned in the existing body of literature In section 4.4, these similarities and difference will be taken into consideration and thoroughly discussed.
Quantitative data
The Teacher Stress Questionnaire has revealed insights into the stress levels of English teachers, highlighting key stressors affecting them This article will first outline the demographic profiles of the participants, followed by an in-depth analysis of teacher stress levels and comparisons based on various factors Finally, a thorough overview of teacher stress levels across different stressors will be presented.
The study focuses on a population of 10 English teachers at Bach Dang High School, comprising 2 male and 8 female educators The age distribution shows that half of the teachers are between 30 and 39 years old, while the other half are aged 40 to 49 All teachers possess over 10 years of teaching experience, with the majority holding a Bachelor's Degree, except for two who have obtained a Master's Degree.
Qualitative Data
A, B and C While these results confirm multiple previous studies mentioned in Chapter 2: Literature Review, they also show contradictions and include new discoveries that are yet to be mentioned in the existing body of literature In section 4.4, these similarities and difference will be taken into consideration and thoroughly discussed
The Teacher Stress Questionnaire has revealed insights into the stress levels of English teachers and identified key stressors affecting them This article will present the demographic profiles of the participants, analyze teacher stress levels across various variables, and provide a thorough overview of how different stressors impact overall teacher stress.
The study focuses on a research population of 10 English teachers at Bach Dang High School, comprising 8 females and 2 males, highlighting a significant gender disparity The age distribution shows that half of the teachers are between 30 to 39 years old, while the other half are aged 40 to 49 Notably, all teachers possess over 10 years of teaching experience, with the majority holding Bachelor’s Degrees, and only two teachers having attained a Master’s Degree.
A summary of participants’ individual stress scores is presented below:
The chart indicates that, aside from one participant who reported a low stress score of 2, teachers at Bach Dang High School exhibit comparable stress levels, ranging from 2.35 to 2.7 This suggests that the overall stress experienced by these educators falls between low and moderate levels.
Figure 7: Average Stress Score by Genders
A recent study found that male teachers experienced slightly higher stress levels than female teachers, with a minimal difference of just 0.15 points Both genders reported stress levels ranging from low to moderate, with male teachers averaging a score of 2.55 and female teachers scoring 2.4.
The stress scores can also be compared according to age groups:
Figure 8: Average Stress Score by Age
Teachers in the younger age group exhibited a higher average stress score than those aged 40 to 49, with a minimal difference of 0.18 points This slight variation did not result in any significant differences in overall stress levels between the two age groups.
Moreover, a comparison of stress scores by levels of qualification was also generated based on the survey data
Figure 9: Average Stress Score by Level of Qualification
Bachelor’s Degree holders exhibited an average stress score that was 0.48 points higher than those with postgraduate education Notably, Master’s degree holders reported a stress score of 2.17, indicating a level closer to low stress, while teachers with only a university degree had a stress score of 2.65, surpassing the midpoint of the two tiers.
Table 2 provides a detailed summary of teachers' responses to the questionnaire, revealing that none of the participants reported experiencing chronic stress, as indicated by a 0% response rate for the highest level of stress across 20 listed stressors Additionally, a similar trend is observed in the no-stress category, with no participants selecting this option for 11 stressors.
Many teachers experience low stress levels regarding various stressors, with the notable exceptions of "Student Motivation" and "Class Size," which received no responses Overall, between 30% and 90% of teachers reported low stress related to the other stressors identified.
While low stress levels are prevalent among teachers, many experience moderate to high stress due to various factors Key stressors include student motivation and class size, impacting all surveyed educators Additionally, 70% of teachers reported moderate to high stress related to payment issues Other significant stressors affecting 60% of respondents include training courses, social recognition, new curriculum demands, and insufficient teaching materials and facilities.
The previous section revealed significant insights into teacher stress levels and stressors through quantitative data, while qualitative interviews uncovered additional, often overlooked stressors not included in the Questionnaire This section will present findings from in-depth interviews with three participants, identified as A, B, and C, based on recordings numbered 1, 2, and 3 The key findings from these interviews are summarized as follows:
1 Students’ lack of motivation to learn English
5 Students’ lack of language competence to follow the new textbook
1 Directly addressing the stressful situation
4 Relieving the feelings of stress
Table 3: Summary of Qualitative Data
Table 3 presents the demographic details of three interview participants, highlighting their shared and distinct stressors and coping strategies While there are commonalities among the teachers, each stressor and coping strategy is rooted in individual experiences The subsequent sub-sections will explore these unique narratives, using present tense to vividly convey the ongoing nature of their daily stressors.
Participant A warmly welcomed me into her home in a suburban area of Haiphong city for a one-hour interview With over 15 years of experience teaching English at Bach Dang High School, she holds a Bachelor's Degree and teaches three eleventh-grade classes One of these classes is a selective entrance class focusing on division A (Mathematics, Physics, and Chemistry), while the other two are regular classes in division D (Mathematics, Literature, and English) Notably, she does not serve as the form teacher for any of these classes.
Every day in her lessons, she notices a significant lack of motivation among her students to study English, as they often appear sluggish and uncooperative during group activities This persistent disengagement can lead to feelings of frustration for her as an educator.
She initially experiences a sense of pressure that manifests as mild anger, which she manages to contain However, this anger soon transforms into sadness and disappointment as she perceives her students' refusal to engage with the material, creating tension in the classroom despite her best efforts to assist them She attributes this lack of motivation to her students' disinterest in studying English, as many, particularly those in the regular entrance class, do not aspire to attend university and only seek to achieve the minimum passing marks necessary for graduation.
Further Discussion of Findings
This study aimed to explore the stress experienced by English teachers at Bach Dang High School, focusing on specific stressors and coping strategies The findings provide valuable insights into the various stressors faced by high school English teachers and the factors contributing to these challenges Additionally, the research highlights the coping strategies that teachers utilize to manage stressful situations effectively.
Quantitative data analysis indicates that only 10% of teachers reported low stress levels, whereas the majority experience low to moderate stress This finding contradicts previous studies employing similar methodologies (Maphala, 2014; Clipa).
In 2017, various studies focused on teachers from different countries and educational settings, revealing minimal differences in stress levels when compared to the findings of Trinh regarding Vietnamese kindergarten teachers.
(2014) This suggests a disparity in level of stress experienced by teachers from different countries and different levels of education
The study conducted at Bach Dang High School found that stress levels show no significant differences between genders and age groups, contradicting previous findings by Alhija (2015) and Kourmousi et al (2015), which identified notable disparities Additionally, it was revealed that teachers holding a Master's degree experience lower stress levels compared to those with a Bachelor's degree, regardless of age, a distinction not previously addressed in existing literature.
Teachers often experience a range of emotions linked to stress, including feelings of powerlessness, sadness, anger, tension, worry, and disappointment This observation is consistent with previous research by Clipa (2017), Kyriacou (2001), and Howard and Johnson (2004), highlighting the emotional challenges educators face in their profession.
38 disappointment as associated with stress, which is not mentioned in previous studies
A study on stressors affecting teachers at Bach Dang High School identified students' low motivation to learn English as a significant challenge This observation aligns with findings from Kyriacou (2001) and Aldrup et al., highlighting the impact of student engagement on teacher stress levels.
(2017), who also put forward students’ motivation as a major stressor for teachers
Teachers at Bach Dang High School indicate that students' motivation to learn English is significantly affected by the school's geographical features and the limited availability of career options unrelated to English for high school graduates in the area.
A common stressor identified among the participants is the pressure for achievement, which has not been previously highlighted in research but could be categorized under high job demand (Harmsen et al., 2016) This absence in existing literature may be attributed to the specific context of this stressor Teachers have noted that their school's low ranking in the city, along with the city's poor performance in national student achievement in English, creates significant pressure Additionally, students' lack of motivation exacerbates this issue.
Student discipline is a significant stressor for teachers, as highlighted by researchers such as Kyriacou (2001), Blasé (1986), and Aldrup et al (2017) Notably, disciplinary issues arising from delinquent students contribute to stress related to classroom management While literature describes violent behaviors and delinquent activities as imposing additional roles and responsibilities on teachers (Queen & Queen, 2013), the direct threat and frustration these issues pose to teachers in the classroom have not been adequately addressed.
A recent study identifies a new stressor linked to mismatched assessment content in Haiphong, Vietnam, which is among the first cities to trial a new English curriculum This issue arises as the national examination continues to be based on the outdated syllabus, highlighting the challenges posed by rapid educational changes, as noted by Kyriacou.
(2001), Clipa, (2017), Massari et al, (2013) and Maphala, (2014), this stressor is
39 significantly more specific, and touches upon a particular aspect of one substantial educational reform rather than the frequency of changes
Participants noted that various student-related academic stressors are interconnected, particularly highlighting the challenge of adapting to a new curriculum due to a lack of English competence developed since secondary school This gap in skills makes it difficult for students to prepare for a more challenging test that differs significantly from their previous learning experiences Consequently, their enthusiasm for studying English diminishes, limiting teachers' ability to implement engaging teaching methods As a result, students feel increasingly defeated and unmotivated, leading to minimal effort and lowered expectations for their English proficiency This disconnect between students' low motivation and the high expectations set by management places teachers in a challenging position, forcing them to navigate opposing demands.
There is a notable difference between the stressors identified through quantitative surveys and qualitative interviews among teachers Surveys highlight class size and salary as primary stressors, yet these factors are not emphasized in interview responses Teachers report that while large class sizes present challenges for delivering effective English lessons, they often manage these difficulties without significant negative emotions Similarly, although teachers agree that their salaries are low compared to other professions, they adopt an accepting mindset and actively seek additional income opportunities.
The measurement of positive feelings towards stressors may not effectively indicate the actual stressors faced by participants While surveys can identify significant difficulties for teachers, qualitative data reveals that the perception of stress is influenced by coping success and individual attitudes Additionally, the limited nature of survey items restricts the exploration of more specific stress-related factors.
The survey identified 40 new stressors affecting teachers, highlighting the need for interviews to understand the specific impacts of these stressors Additionally, interviews helped uncover emerging stressors that were not part of the existing conceptual framework, emphasizing the complexity of challenges faced by educators.
The study highlights the problem-focused coping strategies utilized by interviewees to address challenging issues, reflecting teachers' belief in their ability to manage stress (Lazarus & Folkman, 1987) Directly confronting underlying problems is deemed the most effective coping method (Walinga & Rowe, 2013) Additional strategies include seeking support from friends and colleagues, mitigating negative emotions, and diverting attention from stressful students These approaches encompass addressing stressors, seeking assistance, reducing stress feelings (Trinh, 2014), and avoiding individuals who induce stress (Fengler).
2016) These are deemed as effective and positive methods of coping with stress (Trinh, 2014)
Concluding remarks
This chapter presents the findings and discussions derived from the data analysis, highlighting that English teachers at Bach Dang High School experience low to moderate levels of stress This stress is primarily associated with four interrelated factors that significantly impact their teaching environment.
A study involving 41 students identified three groups that are under-represented in current literature The research highlights that teachers at Bach Dang High School primarily use problem-solving as a coping strategy to manage stress, a method recognized by previous studies as an effective and healthy approach Additionally, these teachers exhibit significant psychological resilience The findings lead to various implications and recommendations, which will be discussed in the subsequent chapter.