CHAPTER II LITERATURE REVIEW
B. Relevant Research
In this part, researcher provided a detailed summary based on the previous research, such as the researchers, research designs, and purposes of the research, participants, locations also findings as follows :
First, a research from Richards et al (2016). The purpose of this research was to examine the impact of resilience on perceived stress and burnout in elementary and secondary teachers. The participants of the study was 415 teachers (174 elementary, 241 secondary) who taught in three adjacent school districts in the Midwest of the United States. The Data in this study was collected through a cross-sectional survey that included measures of resilience, role stressors, and burnout. Results generally supported the conceptual framework, and commonly experienced pathways were found to be invariant across groups. This study emphasizes the importance of resilience in helping to reduce perceived teacher stress and feelings of burnout.
Second, a research from Schussler, et al., (2018), this research discussed about investigating elementary teachers‟ experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervention, Cultivating Awareness and Resilience in Education (CARE). The purpose of this the study was to investigate the development of teacher resilience after teachers receive a mindfulness-based intervention (CARE). This study was qualitative collective case study with the Qualitative data consisted of full interview transcripts from 21 participants selected from the larger study after the collection of all quantitative data.
Results suggest that the amount of stress teachers experience is less important than how they conceptualize their stress. Teachers who developed resilience exercised mindful awareness and non-reactivity coupled with a healthy distress tolerance and sense of efficacy. Other protective factors included community
support, self-care, and sustained use of practices focused on emotion regulation. Combined, these capacities enabled teachers to respond more compassionately to their students.
The third, a research from Shirazizadeh, Tajik and Amanzadeh (2019).
The study was an attempt to discover the relationships among reflection, role stressors, and resilience. This study used a mixed-method approach. The participants of this study were 122 EFL teachers. Of the total participants, 93 were female and 29 were male. In the quantitative phase, 122 EFL teachers completed three questionnaires namely English Language Teaching Reflection Inventory, Teacher Role Stressors Scale, and Connor-Davidson Resilience Scale. The results of the correlation indicated that there was a significant positive relation between reflection and resilience. However, the correlation between reflection and role stressors was found to be negative. In the qualitative phase, fifteen face-to-face interviews were conducted with the participants who had also taken part in the first phase of the study. Data were transcribed, coded, and thematically structured based on a grounded theoretical perspective. The two main themes which emerged out of the interviews confirmed that reflection leads to resilience through strengthening teachers‟
professional identity while it also leads to resilience or stress through making teachers prepared and knowledgeable.
The fourth, a research from Rizqi (2017) this research was conducted in Indonesia with the aims of the research was to identify sources of stress and introduce aspects that helped an English teacher become resilient within that
stressful circumstance. This was a case study and the participant was one EFL teacher of a junior high school in Indonesia. The results indicated that curriculum changes had largely contributed to the participant‟s stress. The key features that aided her to tackle day-to-day problems as a teacher include supportive institution and conducive social relationships. Additionally, the teacher appeared to have a strong positive emotion as influenced by people around her, e.g. her students.
The fifth, a research from Diasti (2021) with a tittle Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teacher. This research was qualitative research that intended to examine teacher stress factors, teacher resilience, and how stress factors influence their professional identity. This research was conducted in Indonesia with three EFL novice teachers from different private schools in Jakarta as the participants. The findings revealed that EFL novice teachers experienced stress because of three factors, namely, personal, interpersonal, and organization factors. Although the teachers faced the stress, EFL novice teachers were resilient as they could cope with the situation and remain in the profession. The participants believed that their work would contribute to students‟ better future.
The last, research from Klapproth, et.al., (2020) with the title Teachers‟
experiences of stress and their coping strategies during COVID-19 induced distance teaching. This research examined the level of stress that teachers experienced during the lockdown of schools in Germany, their strategies to cope with it, and external and internal barriers for distance teaching. this study
is cross-sectional study and there are 380 teachers participated from different school. They experienced medium to high levels of stress. More than 50 percent of them spent more than four hours daily on remote teaching, with secondary grammar school teachers experiencing significantly more stress and working more hours daily than special education teachers. The vast majority of them experienced technical barriers, but most of them felt able to cope functionally with the stress. Female teachers experienced significantly more stress, but coped with it more often in a functional way; teachers used more functional coping strategies when they expected external factors as barriers for distance teaching.
After showing the previous research, there are some differences between this research with the previous research such as participants of the reserach, there was lack of research that focus to explore English teachers in one school as the participants especially senior high school teachers. Then, the locations of the research, most of the previous research were not conducted in Indonesia.
Last, the topic of the research, there is lack of research that explores in-depth about factors of teachers‟ stress and the aspects that help teachers become resilient in teaching English. So, because of those differences, the researcher wants to conduct this research.