Teaching Anxiety Levels and Coping Strategies of EFL Novice Teachers

Authors

  • Abdul Haris Sunubi Institut Agama Islam Negeri Parepare, Indonesia
  • Utari Rustam Institut Agama Islam Negeri Parepare, Indonesia
  • Zulfah Fakhruddin Institut Agama Islam Negeri Parepare
  • Arqam Arqam Institut Agama Islam Negeri Parepare, Indonesia
  • Maghdalena Tjalla Institut Agama Islam Negeri Parepare, Indonesia
  • Emilia Mustary Institut Agama Islam Negeri Parepare, Indonesia
  • Nur Afiah Institut Agama Islam Negeri Parepare, Indonesia

DOI:

https://doi.org/10.24256/itj.v5i2.2690

Abstract

Teaching anxiety is feeling powerless and experiencing tension in teaching. A high level of anxiety affects the quality of teaching performance and teachers’ teaching resilience. This study aims to describe teaching anxiety levels and coping strategies of EFL novice teachers in teaching four English skills (listening, speaking, reading and writing). This study employed a descriptive quantitative design. The data were collected by using online surveys. Total sampling was employed, and ten novice teachers of Islamic schools in Sidrap regency, South Sulawesi, completed online questionnaires adapted from DASS 42 and the COPE scale. The data were analysed using descriptive statistics. The findings showed that EFL novice teachers experience severe anxiety in teaching productive skills (speaking 15.5 and writing 15.1) and moderate anxiety in teaching receptive skills (listening 13.8 and reading 14.8).EFL novice teachers used problem focused strategies more than emotion-focused strategies to combat their anxiety.

Keywords: Teaching Anxiety; Coping Strategy; EFL Novice Teachers

References

Abas, N. Q. (2017). Assessing the Anxiety Level in Nursing Students at the Commencement of Their Academic Year. Group, 20, 23. http://doi.org/10.22110/jkums.v21i1.3397

Alhija, F. N.-A. (2015). Teacher Stress and Coping: The Role of Personal and Job Characteristics. Procedia-Social and Behavioral Sciences, 185, 374–380. https://doi.org/10.1016/j.sbspro.2015.03.415

Ali, M. (2015). Foreign Language Teaching Anxiety and Self-Efficacy Beliefs of Turkish Pre-Service EFL Teachers. The International Journal of Research in TeacherEducation,6(3),40–58. https://ijrte.penpublishing.net/files/5/manuscript/manuscript156/ijrte-156manuscript-140229.pdf

Aslrasouli, M., & Vahid, M. S. P. (2014). An Investigation of Teaching Anxiety Among Novice and Experienced Iranian EFL Teachers Across Gender. Procedia-Social and Behavioral Sciences, 98, 304–313. https://doi.org/10.1016/j.sbspro.2014.03.421

Aydin, S. (2016). A qualitative Research on Foreign Language Teaching Anxiety. The Qualitative Report, 21(4), 629. https://doi.org/10.46743/2160-3715/2016.2232

Baghani, M., & Dehghan Neyshabouri, M. (2012). The Effect of Teacher Anxiety on Teaching Quality. Journal of Educational Strategies, 5(1), 60–70. http://edcbmj.ir/article-1-180-.pdf

Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman’s Psychological Stress and Coping Theory. The Handbook of Stress and Health: A Guide to Research and Practice, 351–364. https://doi.org/10.1002/9781118993811.ch21

Burress, M. D., & Peters, J. M. (2015). Collaborative Learning in a Japanese Language Course: Student and Teacher Experiences. SAGE Open, 5(2), 2158244015581016. https://doi.org/10.1177/2158244015581016

Caspari-Gnann, I., & Sevian, H. (2022). Teacher Dilemmas as Sources of Change and Development. Teaching and Teacher Education, 112, 103629. https://doi.org/10.1016/j.tate.2021.103629

Chichekian, T., Shore, B. M., & Tabatabai, D. (2016). First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction: Exploring the Interplay Among Self-Efficacy, Conceptualizations, and Classroom Observations of Inquiry enactment. Sage Open, 6(2), 2158244016649011. https://doi.org/10.1177/2158244016649011

Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage publications.

Derakhshan, A., & Karimian Shirejini, R. (2020). An investigation of the Iranian EFL learners’ Perceptions Towards the most Common Writing Problems. Sage Open, 10(2), 2158244020919523. https://doi.org/10.1177/2158244020919523

Gaines, R. E., Osman, D. J., Maddocks, D. L. S., Warner, J. R., Freeman, J. L., & Schallert, D. L. (2019). Teachers’ Emotional Experiences in Professional Development: Where They Come From and what They Can Mean. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2018.09.008

Golkova, D., & Hubackova, S. (2014). Productive Skills in Second Language Learning. Procedia-Social and Behavioral Sciences, 143, 477–481. https://doi.org/10.1016/j.sbspro.2014.07.520

Han, T., & Tulgar, A. T. (2019). Analysis of The Pre-Service Teachers’ Teaching Anxiety and Coping Strategies: A Turkish Elementary School Context. Gist: Education and Learning Research Journal, 19, 49–83. https://doi.org/10.26817/16925777.802

Jin, X., Tigelaar, D., van der Want, A., & Admiraal, W. (2022). Novice Teachers’ Appraisal of Expert Feedback in a Teacher Professional Development Programme in Chinese Vocational Education. Teaching and Teacher Education, 112, 103652. https://doi.org/10.1016/j.tate.2022.103652

Karademir, C. A., & Gorgoz, S. (2019). English Teachers’ Problems Encountered in Teaching Four Basic Language Skills. International Education Studies, 12(4), 118–127. https://doi.org/10.5539/ies.v12n4p118

Kim, K.-A., & Roth, G. L. (2011). Novice Teachers and Their Acquisition of Work-Related Information. Current Issues in Education, 14(1). http://cie.asu.edu/

Kovess-Masféty, V., Rios-Seidel, C., & Sevilla-Dedieu, C. (2007). Teachers’ Mental Health and Teaching levels. Teaching and Teacher Education, 23(7), 1177–1192. https://doi.org/10.1016/j.tate.2006.07.015

Mulholland, R., McKinlay, A., & Sproule, J. (2013). Teacher Interrupted: Work Stress, Strain, and Teaching Role. Sage Open, 3(3), 2158244013500965. https://doi.org/10.1177/2158244013500965

Murrayâ€Harvey, R. (2001). How Teacher Education Students Sope with Practicum Concerns. The Teacher Educator, 37(2), 117–132. https://doi.org/10.1080/08878730109555286

Özturk, G. (2016). Foreign Language Teaching Anxiety Among Non-Native Teachers of English: A sample from Turkey. Sakarya University Journal of Education, 6(3), 54–70. https://doi.org/10.19126/suje.220180

Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does Teaching Experience Increase Teacher Effectiveness? A review of US Research. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-12-2018-0032

Puteh, M., Adnan, M., Ibrahim, M. H., Noh, N. M., & Che’Ahmad, C. N. (2014). An Analysis of Comfortable Teaching and Learning Environment: Community Response to Climate Change in School. Procedia-Social and Behavioral Sciences, 116, 285–290. https://doi.org/10.1016/j.sbspro.2014.01.209

Rodrigo-Ruiz, D. (2016). Effect of Teachers’ Emotions on Their Students: Some evidence. Journal of Education & Social Policy, 3(4), 73–79. http://jespnet.com/journals/Vol 3 No 4 October 2016/8.pdf

Van Droogenbroeck, F., & Spruyt, B. (2015). Do Teachers Have Worse Mental Health? Review of the Existing Comparative Research and Results From the Belgian Health Interview Survey. Teaching and Teacher Education, 51, 88–100. .https://dx.doi.org/10.1016/j.tate.2015.06.006

Van Veen, K., Sleegers, P., & Van de Ven, P.-H. (2005). One Teacher’s Identity, Emotions, and Commitment to Change: A case study Into the Cognitive–Affective Processes of a Secondary School Teacher in the Context of Reforms. Teaching and Teacher Education, 21(8), 917–934. https://doi.org/10.1016/j.tate.2005.06.004

Downloads

Published

2023-09-27

Issue

Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)

Section

Articles

Citation Check

License

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)