BY PUTRI AULIA SIN. 11710424387
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU 1444 H / 2022 M
BY PUTRI AULIA SIN. 11710424387
A Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S. Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2022 M
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ACKNOWLEDGMENT
In the name of Allah, the most Gracious and Merciful, praise belongs to Allah Almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “Exploring the Factors of Teachers‟ Stress and Resilience in Teaching English”. It is a scientific writing to fulfill one of the academic requirements to finish the Bachelor Degree (S.Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last messenger of Allah, Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to researcher‟s beloved parents, Mr.
Mazlan and Mrs. Zarina Fitri Dewi (Almh) and Mrs. Rosita who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and blessings in the world and in the hereafter for the kindness that has given to the researcher.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau, Prof. Dr. Hj, Helmiati, M. Ag., as Vice Rector I, Dr.H.
Mas‟ud Zein, M. Pd., as Vice Rector II, Prof. Edi Erwan, S. Pt., M. Sc., Ph. D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as the Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and the encouragement.
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3. Dr. Faurina Anastasia, S.S., M. Hum., Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Muhammad Syafi‟i S, Drs., M.Pd. the researcher‟s Academic Supervisor for his guidance to the students.
6. Dr. Nur Aisyah Zulkifli, M. Pd., my beloved supervisor who has given me correction, suggestions, support, advice, and guidance in accomplishing this thesis.
7. The Headmaster of SMK Taruna Satria Pekanbaru and the English teachers and all staffs who have helped me in accomplishing this research.
8. My beloved Grandfather Atuk Zalik and Grandmother Mak Par who becoming my second parents and who has given me support in all of aspects in life including researcher‟s university life.
9. All of researcher‟s family, siblings, uncles, aunts, and cousins thank you for always giving support to finish this thesis.
10. Researcher‟s best friends since SMA, The member of “Bebual Ape Aje whatsapp group” Febri yanti, Sitriani, Iir daini fitri, Siti Nur irwayati and Risma Nurhayati, Amallia Anindita and Mimi Sofia who always be there for the researcher and give a lot of love and support.
11. The other reseacher‟s best friend, The member of “Apartemen C02,C03 and C04” Nur lailaturrahmah, Nur Ain Hera Septia, Dany Kurnia Putri, Rezki Utami, Ade Sukmawati and Sarah. Thank you for being the safest and warmest place to rest when the researcher far from home. Thank you for being the great roommates.
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12. The researchers‟ special friends, a group of strong people. Arif Rahmanulhakim, Nurul Fatehha, Rahmi Yunia Firdaus, Annisa Urrosyidah, M. Ridho Al Hafiz, Kak Masni Usman, M. Ichsan Al-Hafiz, Afifah Syaprilia, Muhammad Afdhal Zikri, Muhammad Zumrul wafidin, Rivan Septian, Raditya Surya Pratama, Tengku Muhammad Arkan Faisal and M. Ihsani Arya muna. Thank you for the helps, time, advices, happiness, positive energy and the great support in researchers‟ university life.
13. All of my friends in Department of English Education, especially all of the members of B and E class. Thank you for the helps, support and motivation in finishing this thesis.
14. For all of people who have given me the great support in conducting and finishing this research that cannot be written one by one.
Finally, the researcher realizes that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, June 20th, 2022 The Researcher
PUTRI AULIA SIN. 11710424387
vi ABSTRACT
PUTRI AULIA (2022): Exploring the Factors of Teachers’ Stress and Resilience in Teaching English
This research aimed to explore factors of teachers‟ stress in teaching English and the key aspects that help teachers to build resilience in facing the stress situation in teaching English at one of vocational high schools in Pekanbaru. This research was a qualitative research with case study approach. There were two English teachers as the respondents which were selected by using purposive sampling technique. The data was collected by using observation and interview. The result of this research showed that there were three factors of teachers‟ stress namely personal, interpersonal and organization factor. Meanwhile the result also showed that there were three key aspects that made teachers‟ resilience in facing the stress namely supportive institution, Conducive social network/relationship and Strong Positive Emotion.
vii ABSTRAK
PUTRI AULIA (2022): Mengeksplorasi Faktor-Faktor Stres dan Ketahanan Guru dalam Mengajar Bahasa Inggris
Penelitian ini bertujuan untuk mengeksplorasi faktor–faktor penyebab stres guru dalam mengajar Bahasa Inggris dan aspek-aspek kunci yang membantu guru dalam membangun ketahanan dalam menghadapi situasi stres ketika mengajar bahasa Inggirs di salah satu SMK yang ada di Pekanbaru. Penelitian ini merupakan penelitian qualitative dengan pendekatan case study. Terdapat dua orang guru bahasa Inggris sebagai responden yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan dengan menggunakan observasi dan wawancara. Hasil penelitian ini menunjukkan bahwa ada tiga faktor yang menyebabkan stress guru yaitu faktor personal, interpersonal dan organization.
Sementara itu hasil juga menunjukkan bahwa ada tiga aspek kunci yang membuat ketahanan guru dalam menghadapi stress yaitu lembaga yang mendukung, jaringan/hubungan sosial yang kondusif dan emosi positif yang kuat.
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صخلم
،ءايلوأ يرتوب (
2222 و ملعملا داهجإ لماوع فاشكتسا :)
هربص ت يف ميلع ةغللا
ةيزيلجنلإا
ي في ملعلما داهجإ ببست تيلا لماوعلا فاشكتسا لىإ ثحبلا اذى فده ميلعت
ةغللا
دعاست تيلا ةيسيئرلا بناولجاو ةيزيلنجلإا ه
ءانب ىلع برصلا
فقاولما عم لماعتلا في لإا
داهج ةي
دحأ في ةيزيلنجلإا ةغللا ميلعت دنع لما
ساد ةينهلما ةيوناثلا يعون ثبح ثحبلا اذى .وسابنكب في
عم لخدم همسايتخا تم ينبيجتسمك ةيزيلنجلإا ةغلل ناسسدم كانى .ةلالحا ةساسد
ا مادختساب
ةينقت فدالها تانيعلا ذخأ ة
لباقلماو ةظحلالما مادختساب تانايبلا عجم تم . ة
اذى جئاتن يرشت .
ببست لماوع ةثلاث كانى نأ لىإ ثحبلا داهجإ
تاقلاعلاو ةيصخشلا لماوعلا يىو ،ملعلما
لاو ةيصخشلا ةيسيئس بناوج ةثلاث كانى نأ اًضيأ جئاتنلا رهظت ،وسفن تقولا فيو .ةيميظنت
برص ببست سسؤلما يىو ،داهجلإا عم لماعتلا في ملعلما
ة ةمعادلا
، كبشلاو ة وأ قلاعلا ة
.ةيوقلا ةيبايجلإا رعاشلماو ةيتاولما ةيعامتجلاا
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LIST OF CONTENT SUPERVISOR APPROVAL
ACKNOWLEDGMENT... iii
ABSTRACT ... vi
ABSTRAK ... vii
صخلم
... viiiLIST OF CONTENT ... ix
LIST OF TABLE... xi
LIST OF APPENDICES... xii
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Problem of the Research ... 5
1. Identification of the Problem ... 5
2. Limitation of the Problem ... 5
3. Formulation of the Problem ... 6
C. Objective and Significance of the Research ... 6
1. Objective of the Research ... 6
2. Significance of the Research ... 6
D. Definition of the Key Terms ... 7
1. Teacher Stress ... 7
2. Resilience ... 7
CHAPTER II LITERATURE REVIEW A. Theoretical Framework ... 8
1. Teacher stress ... 8
2. Factors of Teacher Stress ... 11
3. Teacher Resilience ... 14
4. Key Aspects of Teacher Resilience ... 17
B. Relevant Research ... 19
C. Conceptual Framework ... 23
CHAPTER III RESEARCH METHOD A. Design of the Research ... 25
B. Time and Location of the Research ... 25
C. Subject and Object of the Research ... 26
D. Participants of the Research ... 26
E. Technique of Collecting Data ... 27
F. Technique of Data Analysis ... 30
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CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ... 32 B. Discussion ... 44 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 50 B. Suggestion ... 51 REFERENCES
APPENDICES
CURRICULUM VITAE
xi
LIST OF TABLE
Table III.1 Participants of the Research... ... 27
xii
LIST OF APPENDICES Appendix 1 Instrument of Research
Appendix 2 Research Letter Appendix 3 Documentation
1 CHAPTER I INTRODUCTION A. Background of the Problem
Being an English teacher is not an easy job especially in Indonesia. It is because English is a foreign language in Indonesia and to teach a foreign language is difficult. In order to produce good quality of students in English learning in EFL country, the English teacher should work little bit hard. So, it can be denied that there are many works that English teachers have to do. As foreign language teachers, EFL teachers are expected to be empathetic teacher for learner. They have to try to motivate and encourage students to take participation in class activities and also facilitate students to learn English by generally speaking English. Besides, they also must face the other works, such as doing their paperwork, doing student‟s evaluation, doing preparation for their class, keeping update with their teaching area and also preparing the material before teaching. At the same time, teachers might have positive or negative encounter with parents, their partner, administrative authorities and students. All of which can give effect to them psychologically (Mousavi,2007).
Teaching with lot of works has some effects for teachers. One of the effects is stress. Friesen et al. (1988) in Brundage (2007) said Stress is a common problem experienced by teachers. When compared with other occupation, teachers long have reported higher levels of psychological distress and burnout (Ouellette et.al, 2018). It means that stress is a familiar problem that happens to teachers in teaching. The teachers can be susceptible to the
stress because of many factors that they find in school or the factors that come from out of school. Some research has identified the dominant factors that contribute to teacher stress, such as, disruptive students, uncooperative parents, poor working conditions (workload and salary), relationships at work (with students, colleagues, and principal), or role conflict and role ambiguity (Rizqi, 2017).
Besides that, when someone often faces the stress circumstance, it will bring some results. One of possible outcome is a resilient behavior (Rizqi, 2017). Resilience is important for teacher to face the stressful circumstances when teaching. Some researchers stated that Resilience has proven important for understanding how some teachers cope with adversity while others give in to the challenges of their work lives (Richards, et al.,2016). Based on the explanation, it can be seen that stress and resilience are important among teachers. It is important because stress can happen easily for teacher in teaching and the teacher should have resilient behavior to help them pass the stress. Stress and resilience should be given an attention, especially among English teachers who have lots of works in their job.
Previous researchers have conducted research regarding Stress and Resilience among teachers. Some of the research focus on the teacher stress in various field, such research about exploring the sources of teacher‟s stress to native and non-native teachers of EFL (Mousavi, 2007). It was found that for both groups of EFL teachers in this research, generally the case that the main sources of stress was related to the problem outside the classroom. Another
previous research focus on teacher resilience also in various field, such a research from (Arnup & Bowles,2016) about Resilience as a protective factor for teachers‟ intention to leave the teaching profession. The finding showed that, resilience significantly related to intention to leave teaching. Teachers who were less of resilient reported a stronger intention to leave teaching.
It is also found several research that discuss about teacher‟s stress and resilience in one research. However, most of the research were conducted there is lack of research that focus on exploring about teacher‟s stress and resilience in Indonesia. From all of the research that had been found by the researcher, most of them are not conducted in Indonesia. Researcher found two research that has been conducted in Indonesia, they are research by Rizqi (2017) that found the main source of teacher‟s stress was the change of curriculum and a supportive institution, conducive social network, and strong positive emotions was found as the features of resilience. Meanwhile the other one is a research by Diasti (2021) that found personal, interpersonal, and organization factors were the factors of EFL novice teachers. Even though they feel stress, they showed their abilities to cope with the situation. This indicates that, the topic about stress and resilience in Indonesia needs to be investigated more deeply.
In practice, related to teacher stress and resilience, based on the preliminary research, it was found some problems faced by English teachers at one of Vocational High School in Pekanbaru. This school consists of many classes. The total numbers of the classes in academic year of 2021/2022 are 27 classes. There are 2 English teachers in this school. One of the teachers has 17
classes to be taught and the other teacher has 10 classes with 22-38 teaching hours per week. It can be concluded that they have many classes to be taught and have lot of works in teaching English.
Furthermore, researcher interviewed one of the teachers about her teaching English in normal way and online learning in the school. According to the teacher when teaching normally or directly in the classroom, she has a lot of works such as to teach many classes and face various kinds of students‟
behavior. She has to motivate students‟ to learn English. She also has responsibility to be a homeroom teacher for some classes and handles some problems with parents. Besides, in pandemic Covid-19 situation, the English teachers did full online teaching about 6 months (one semester). She also had some difficulties such as the learning process was not effective because of some problems like students‟ connection and learning tool, beside, learning motivation of the students in online learning was very lower than before.
The result of the preliminary research that has explained above, researcher concludes that English teachers in that school face a situation that indicates stressful circumstance. Besides, the teacher said that sometimes she feels little bit stress in teaching English and the result was the teaching and learning process cannot be effective. However, based on researcher observation to all of the English teachers, they can develop their resilient behavior. The statement can be seen by some phenomena that the researcher got such as the English teachers are seen enjoy with their job, they have taught for many years and stay in their job until now. About the phenomena, the researcher is interested in
carrying out a research entitled: “Exploring the Factors of Teachers’ Stress and Resilience in Teaching English”
B. Problem of the Research
1. Identification of the problem
Based on the background, there were some problems which can be identified related to stress and resilience of English teachers. The teachers had a lot of works such as to teach many classes, face various kinds of students‟ behavior and motivate students‟ to learn English. One of them also has responsibility to be a homeroom teacher for some classes and handles some problems with parents. Besides, when online learning they also had some difficulties such as the learning process was not effective because of some problems like students‟ connection and learning tool, besides, learning motivation of the students in online learning was very lower than before.
Sometimes, the teachers feel little bit stress in teaching. However, even though all of the situation, the teachers still enjoy teaching English and stay in their job until now.
2. Limitation of the problem
After describing identification of the problems above, researcher needs to limit and focus the problem of this research. Even though the teachers just feel little bit stress, the researcher was not focus on the stress level of the teachers. The focus of this research is the factors of teachers‟ stress and the key aspects that help teachers become resilient in teaching English.
3. Formulation of the problem
Based on the limitation of the problem, the researcher formulates the research questions as follows:
a. What are the factors which cause teachers‟ stress in teaching English?
b. What are the key aspects that help teachers become resilient in teaching English?
C. Objective and significance of the research 1. Objective of The research
There are two objectives of this research:
a. To explore the factors which cause teachers‟ stress in teaching English
b. To explore the key aspects that help teachers become resilient in teaching English
2. Significance of The Research
This research has theoretical and practical significance. Theoretically, this research aims to collect various data to give an overview of some factors that may be the cause of teachers‟ stress and some key aspects that help teachers to build resilience after facing the stress situation in teaching English. The description of the factors of teachers‟ stress and resilience are expected to be positive information and useful for all of stakeholder, staff, teachers and students to avoid the teachers‟ stress and develop the positive teaching environment in order to build resilient behavior for all of the teachers especially English teachers.
Practically, this research aims to help English teachers understand about things that make them stress and resilience in their teaching environment.
The teachers can identify the factors of stress around them and more ready to face it. The teachers also can identify the things that make them resilient.
It helps them to involve in more positive activities in order to build resilience so that the teachers can be stronger to face the stressful situation in teaching English.
D. Definition of the Key Terms
In order to avoid misunderstanding and misinterpretation about the terms that is used in this research, the researcher feels necessary to define some terms as follows:
1. Teacher Stress
Teacher stress may be defined as the experience by a teacher of unpleasant, negative emotions, such as anger, anxiety, tension, frustration or depression, resulting from some aspect of their work as a teacher (Kyriacou, 2001). Stress in this research refers to the Stress of English teacher faces in teaching English.
2. Resilience
Resiliency is the ability to adapt and thus bounce back when faced with conditions that create disequilibria or adversity (Bernshausen &
Cunningham, 2001). Resilience in this research refers to the resilience of English teacher in teaching English.
8 CHAPTER II LITERATURE REVIEW A. Theoretical Framework
1. Teacher stress
According to Joseph (2000), the word Stress derives from old French, distresse, which means to be placed under narrowness or oppression.
Meanwhile, specificallty to teacher, teacher stress can be defined as a teacher‟s experience of unpleasant, negative emotions, like anger, anxiety, tension, frustration or depression, because of some aspects of his/her job as a teacher (Kyriacou,2001). Based on the definitions, it can be concluded that stress is a situation or condition that results in some negative feeling or emotion for someone, which for teachers it may be caused by some things of their teaching job.Teacher stress is therefore seen primarily as a negative effect, with various psychological, physiological and behavioural links.
Psychological such job dissatisfaction, physiological such high blood pressure and behavioural such absenteeism (Van Dick & Wagner 2001).
Giving attention to teacher‟s stress is important. When teachers get stress it can affect many aspects of their teaching profession. Teaching stress can arise various physical and mental impacts for teachers. In physical health, stress can have effects such as decreased immune system, hypertension, diabetes, overweight, and increased probability of infections and cardiovascular diseases. Other than that, negative effects also can be resulted by work stress for one's psychological well-being by damaging
cognitive processing, increasing job dissatisfaction and negative affect, increasing emotional exhaustion, decreasing work engagement and efficiency, lowering motivation, and raising the probability of burnout and teacher attrition (Fathi & Derakhshan, 2019).
In line with the explanation above Mousavi (2007) revealed negative effect based on some studies, stress may have a negative effect on teachers‟
wellbeing (physically, behaviourally or mentally and also emotionally) and thus affects not only teachers, but also the school like lost of teaching time, and more importantly the students like relationship among students and teacher (Mousavi,2007). Ouellette et al. (2018) also summarized the negative effects of teacher stress based on some studies, Teachers stress specifically has been associated with such negative outcomes as depression, burnout, physical illness, poor quality of life, and increased staff turnover.
In addition, stress can negatively impact teachers‟ effectiveness within the classroom while contributing to poor teacher-students rapport (Ouellette et al., 2018).
Based on the explanation, it can be concluded that the negative effects which resulting by stress are very influential in a teaching job. The effects not only felt by a teacher but school and students will be affected also.From an organizational point of view there is the significant loss of skilled and experienced teachers through resignation and/or premature retirement from all levels of the teaching workforce. Those stressed teachers who stay within the profession, on the other hand, are likely to be increasingly less effective
in key areas such as lesson organization, student behaviour management, responsiveness to students and relationships with parents (Sinclair & Ryan, 1987 cited in Howard and Johnson, 2004). Without effective teachers, class sizes increase, school administrators become frustrated, parental concerns grow, and stress levels increase (Fisher, 2011).
Besides that, stress may be one of the factors that can make teachers want to leave the teaching job especially for novice teacher. Goddard and Goddard (2006) found that 21 percent of respondents in a survey of 112 1st and 2nd year graduate teachers in Queensland schools reported a serious intention to leave their current teaching position, with 12 percent indicating a serious intention to leave the profession altogether. This may be because beginning teachers face a number of teaching-related stressors such as high workload, lack of support from school staff and difficulties with student behaviour management (Kyriacou, 2001).
Regardless of all the negative effects of stress that should be avoided by teachers above, actually, stress also can result in positive effect for teachers.
Joseph (2000) shows that a stressful environment does not always have a negative impact. While some teachers feel vulnerable, some others are more tenacious and assume stress as a positive force or challenge, with this attitude they are finally being more resilient. Therefore, stress may be beneficial for those teachers to increase their motivation to do their best at work.
2. Factors of Teacher Stress
There are various factors that may be the cause of teachers stress.
Sadeghi and Sa‟adatpourvahid (2016) said that the job stress felt by EFL teachers in different situations can be explained generally as a complex psychological phenomenon that is influenced by many variables that contribute to the amount of stress that teachers experience in their careers. It also can be different from one individual to the other based on personal, psychological and contextual factors. Teachers‟ age, marital status, tenure, gender, teaching experience, physical condition of the class, teacher's personality, students‟ personal and social characteristics, rapport with administrators and students‟ parents, the context, grade level of teaching, family concerns, financial status, variation in curriculum are not all but some of the factors contributing to the level of stress and its symptoms.
Furthermore, Travers & Cooper (1996) has identified the dominant factors that contribute to teacher stress, such as, disruptive students, uncooperative parents, poor working conditions (workload and salary), relationships at work (with students, colleagues, and principal), or role conflict and role ambiguity. Besides, based on some studies, Kyriacou (2001) mentioned ten the main sources of stress that are faced by teachers.
They are: ·
1) Teaching pupils who lack motivation 2) Maintaining discipline
3) Time pressures and workload
4) Coping with change 5) Being evaluated by others 6) Dealings with colleagues 7) Self-esteem and status
8) Administration and management 9) Role conflict and ambiguity 10) Poor working conditions
In specific to EFL teachers, a study conducted on a group of EFL teachers has revealed that the main sources of stress were lack of sufficient time, unwanted classroom observations and poor relations with partners (Bress 2006). Besides, According to Mousavi (2007), Teachers‟ language skills can be one of the most obvious issues that non-native teachers face and can make them stress. He said that in fact, many problems discussed about language learner anxiety can be true for many non-native teachers.
Ideally, he assumes that all language teachers have an acceptable proficiency in English, but as it is known language learning is a never- ending process. So, sometimes the teachers still have lack of confident to their self even they already have enough language knowledge.
Prilleltensky, Neff & Bessell (2016) mentioned three major factors of teacher stress, namely, personal, interpersonal, and organization factors.
Personal factors include teacher self-efficacy and ability. Interpersonal factors encompass teachers‟ relation with supervisor, students, parents, and colleagues. Organization factors involve school culture, management of the
school, and government regulation. In line with this, Diasti (2021) also mentioned the same factors of EFL novice teachers‟ stress they are:
1. Personal factor
Personal factor that faced by the EFL novice teachers happened since EFL novice teachers were not able to manage the classroom since they had insufficient teaching experiences. As a result, students tended to show a poor attitude in the classroom. Moreover, EFL novice teachers had a low self-efficacy. EFL novice teachers encountered shifting from being a student to a teacher. Therefore, they felt shocked as they should be able to master the material as well as know the teaching method.
2. Interpersonal factor
This factor related to the relationship of EFL novice teachers with colleagues Novice teachers encounter difficulties in maintaining a relationship with senior or experienced teachers. They often have different views and perspective from senior teachers because of the different experience and educational background.
3. Organization factor
This factor related to the school culture and management and additional work of teachers. School culture and management contribute to teachers‟ stress factors. In addition, additional work is one of teacher stress factors. Teachers who are given many administrative works will not focus on their students because they tend to prioritize the accomplishment of administrative work.
Based on the explanation, there are various sources or factors that contribute to the teachers‟ stress in teaching profession. It means that, teachers will easily get stress during their work because the factors are very close with them. The factors are not only from the environments of their teaching profession but it also may be from the teachers‟ self.
However, it is important to remember, nevertheless, that the main sources of stress experienced by a particular teacher will be a unique to him or her and will be determined on the precise complex interaction between their personality, values, skills and circumstances. As such, while someone may identify the most common sources of stress for teachers in general, they must be careful not to overlook the specific concerns of individuals. In addition, however, differences in the main sources of teacher stress exist between countries, depending on the specific characteristics of national educational systems, the specific circumstances of teachers and schools in those countries, and the prevailing attitudes and values held in society as a whole toward teachers and schools. (Kyriacou, 2001).
3. Teacher Resilience
Stress environment does not only bring negative effects. Resilience is one of the positive results that can appear when someone always encounters stress in teaching profession. Actually, Resilience does not have roots in academic theories. However, it has been identified through phenomenological characteristics of survivors living inhigh-risk situations
(Richardson, 2002). Among others, teachers are the survivors of challenges they face, the responsibilities they bear, and the pressure they feel every day (Shirazizadeh, Tajik& Amanzadeh, 2019).
In term of Resilience, there are some definitions from some experts.
According to Bernshausen and Cunningham (2001) Resiliency is the ability to adapt and thus bounce back when faced with conditions that create imbalance or difficulties. Reich, Zautra, and Hall (2010) in Entesari, Yousefi and Eslami (2020) definitions of resilience have included not only recovery from stress to a previous level of health but of continued growth resulted from healthy response to stressful situations. If it is specified to the teaching field, Dworkin (2009) stated that Resilience can be defined as the power of „bouncing back‟ after going through difficult times in one‟s teaching career. Besides, (2003) framework, conceptualizing resilience as the phenomenon that occurs when teachers experience stress but have promotive assets that allow them to maintain their sense of purpose (Schussler, et al., 2018).
It is known that teaching is a stressful job and the role of resilience is important for teachers. Some research found that resilience has proven important for understanding how some teachers overcome their adversity while others give up to the challenges of their work lives (Richards, et al., 2016). Teachers as an important contributor to each educational system, seems to be more successful and confident if they equip themselves with this developmental quality. More specifically, teacher resilience can be
regarded as the process of positive adjustment and ongoing development in challenging contexts and circumstances. It can be formed by different sources such as individual, situational and contextual factors that interconnected in dynamic ways. Resilient teachers not only are able to thrive professionally and personally but also they can enjoy job satisfaction, positive self-beliefs, general wellbeing and also a higher level of commitment to their profession (Razmjoo & Ayoobiyan, 2019).
Gu & Day (2007) mentioned three reasons of the importance of resilience in teaching. Firstly, it is unrealistic to expect pupils to be resilient if their teachers, who constitute a primary source of their role models, do not demonstrate resilient qualities (Henderson & Milstein, 2003). Secondly, in an emerging „„era of diversity and sustainability‟‟ teaching is a demanding job (Hargreaves & Fink, 2006). A shift in focus from teacher stress and burnout to resilience provides a promising perspective to understand the ways that teachers manage and sustain their motivation and commitment in times of change. Thirdly, resilience, defined as the capacity to continue to
„„bounce back‟‟, to recover strengths or spirit quickly and efficiently in the face of adversity, is closely allied to a strong sense of vocation, self-efficacy and motivation to teach which are fundamental to a concern for promoting achievement in all aspects of students‟ lives.
So, it is clear that resilience is very important in teaching profession because there are many positive effects are resulted from it. Thus, teachers‟
needs the high level of resilience. It is stated that having a high level of
resilience helps teachers to cope with stress and ward off emotional exhaustion or burnout (Arnup & Bowles, 2016). The same idea is also stated by Gu and Day (2007) Higher levels of resilience fuel teachers with positive energy required to overcome stressful working conditions. So it can be concluded that building resilient behavior is needed for teachers and it is important to have higher level of resilient because having resilience at the high level will give teachers positive energy to cope the stressful circumstance and emotional exhaustion or burnout in order to face the stressful situation in teaching.
4. Key Aspects of Teacher Resilience
There are some factors to help teachers build their resilient behavior.
According to Fergus and Zimmerman (2005) a key requirement of resilience is the presence of both risks and promotive factors that either help bring about a positive outcome or reduce or avoid a negative outcome. He stated that there are two promotive factors that can help youth avoid the negative effects of risks may be either assets or resources. Assets are the positive factors that reside within the individual, such as competence, coping skills, and self-efficacy. Resources are also positive factors that help youth overcome risk, but they are external to the individual. Resources include parental support, adult mentoring, or community organizations that promote positive youth development. The term resources emphasizes the social environmental influences on adolescent health and de velopment, helps place resilience theory in a more ecological context, and moves away from
conceptualizations of resilience as a static, individual trait. It also stresses that external resources can be a focus of change to help adolescents face risks and prevent negative outcomes. So, based on the explanation, it can be conclude that, Fergus and Zimmerman (2005) divided promotive factors that can help someone to build resilient into two groups. They are: (1) Assets, that is a factor that comes from within the individual and (2) Resources, which is a factor that comes from external of individual or social environmental of individual.
Spesifically to teacher, Gu and Day (2013) mentioned some factors that influence teacher resilient based on some research, that over time the educational literature has also been consistent in suggesting that in-school management support for teachers‟ learning and development, leadership trust and positive feedback from parents and pupils are key positive influences on their motivation and resilience. This indicates that school environment is important to build resilient behavior to teachers. The positive environments like support from the management in that school, leader, partners, students and also even parents contributes in factors to build resilience. In addition, previous research has also found that teacher effectiveness can be predicted by traits such as persistence, passion, and life satisfaction, which are connected with resilience (Richards, et al., 2016).
In EFL teacher context, Rizqi (2017) revealed three key aspects that help teacher becomes resilient as follows:
1. Strong institutional support
This is related to the support from institute to develop teaching career from teacher trainings. The training is useful because the teachers can meet new scholars and acquaintances, thereby increasing their teaching motivation. Moreover, the training also gives the opportunity to teachers to exchange ideas with their teaching colleagues.
2. Conducive social network/relationship (Continuous Collegial and Family Relationship)
It is related to the support from colleagues and family in teaching career. Collegial and Family Relationship have a role as informal mentors for teachers.
3. Strong positive emotion (positive personality).
It is related to the sense of love to teaching and students. The love for teaching and students has driven teachers to become a caring person.
It enables them to recognize their students‟ limitations. Thus, the teachers are not easily frustrated when their students fail to reach the target. Indeed, they even play a complementary role, becoming a parent to their students and loving them while also showing concerns for their future outlook.
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.
C. Conceptual framework
In this section, researcher conceptualized the topic of this research based on theories. In this research, researcher used the theory from Diasti (2021) to
explore the factors of teacher stress and the theory from Rizqi (2017) to explore the key aspects of teacher resilience.
Three factors of teacher stress (Diasti, 2021):
1. The teacher stress because of personal factors (teachers have insufficient teaching experience and have low self-efficacy)
2. The teacher stress because of interpersonal factors (teachers have difficulties in maintaining a relationship)
3. The teacher stress because of organization factors (teachers stress because of the management of the school or school culture and have many additional works)
Three key aspects that help teacher becomes resilient (Rizqi, 2017)
1.Supportive institution (The teacher promoted to follow teachers‟ training seminar)
2.Conducive social network/relationship (The teacher is supported by Collegial and family relationship in career)
3.Strong Positive Emotion (Teacher has positive personality in teaching)
25 CHAPTER III RESEARCH METHOD
A. Design of the Research
This research used qualitative research to explore the factors of teachers‟
stress and the key aspects that help teachers to become resilient in teaching English. The researcher collected the information to analyze the research questions and explore the central phenomenon based on observations and interviews. Thus, qualitative research was used because it was the most appropriate type of research to explore the factor of teachers‟ stress and the key aspects that help teachers to become resilient in teaching English. As stated by Creswell (2012) the qualitative study is best appropriate to solve a research problem where someone does not know the variables and need to explore.
In this research, researcher used case study approach, in which Gay, Mills and Airasian (2012) stated that Case study research is a qualitative research approach where the researcher of the research focuses on a unit of study known as a bounded system. The examples of the bounded system are such as individual teachers, a classroom, or a school. This approach was match for this research because this research focused to explore the factors of the stress and the key aspects that help become resilience from individual teachers in one of vocational high school in Pekanbaru.
B. Time and Location of the Research
This research was conducted on Januari 2022 at a vocational high school in Pekanbaru Jl.Delima No.5, Panam, Pekanbaru, Riau.
C. Subject and Object of the Research
The subjects of this research were the English teachers of a vocational high school in Pekanbaru and the object of this research were the factors of teachers‟ stress and the key aspects that help teachers become resilience in teaching English.
D. Participants of the Research
The populations of this research were the English teachers of a vocational high school in Pekanbaru. There were two English teachers in the school.
Based on the population, to take the participant, the researcher used a sampling technique namely purposive sampling. Based on Sugiyono (2011) purposive sampling is a technique of taking a sample of data sources with certain consideration. The researcher used this technique because a consideration that the researchers wanted to choose the participants that can give the depth information about the central phenomenon. This is appropriate with this teachnique as Creswell (2012) stated that in purposeful sampling, researchers deliberately select individuals and sites to learn or understand the central phenomenon. So, based on the consideration, the researcher chose all the population to be the participants in this research, thus, the Participants of the research were two English teachers of a vocational high school in Pekanbaru that are shown in a table as follow:
Table III.1
Participants of the Research
No Name Teaching Experience
1 Teacher 1 9 years
2 Teacher 2 1,7 years
E. Technique of Collecting Data
The technique of collecting the data in this research was done through two ways as follows:
1. Observation
In this research, the researcher used observation to collect the data. The observation was done three times and directly in the location of the research.
The first and second observation was done directly in the classroom in order to see the situation while the English teaching and learning process. In the first and second observation the researcher observed the stress factors that possibly appear in teaching and learning process. The researcher observed the way of teaching of the teachers, the way of managing the classroom and the attitude of the students in learning process. The researcher also observed the way of problem solving of the teachers when face problem in the classroom in order to know the key aspect of resilient. Besides, the last observation was done directly in teacher‟s office to see teachers‟ activities after teaching. The researcher observed the relationship between the teachers with their colleagues in order to know the key aspects that help
teacher become resilient. During the observation, the researcher just sat in the back seat and observed the situation without joining the activities of the teachers. The researcher took role as a non-participant observer. A nonparticipant observer is an observer who visits a location and records notes without participating in the activities of the participants (Creswell, 2012).
In the observations, the researcher used Field notes to help the researcher to describing the situation. Field notes was used because it was appropriate method for collecting the data in this research. As stated by Ary et.al (2010) Field notes is the most common method that is used for recording the data when researchers do observation in their research. During the observation, the researcher can make brief notes but then they can expand the notes as field notes later. The notes can be complementary information from other sources such documents and interviews, or they may comprise the main research data.
2. Interview
Beside the observation, the researcher used Interview to collect the data.
The interview was used to find out the information about the factors of teacher‟s stress and resilience in depth. The interview employed in this research was semi-structured interview. The researcher used this kind of interview because the researcher wanted to have a wide discussion of the central phenomenon. This kind of interview was appropriate because the discussion and the question could go further than what was listed in the
interview questions. As stated by Sugiyono (2011) Semi-structured interview is categorized as in-depth interview which the implementation of this interview is more free than Structured interview. The advantage of this method is the interview is done with structured guidance in interviewer‟s hand, even though it may be deviate from the guidance if there are interesting issues appear during the interview (Rizqi, 2017). The interview was done directly to the English teachers at a Vocational High School in Pekanbaru.
In process of the interview, the researcher used Interview guidance that consisted of 12 questions related to the factors of teachers‟ stress and resilience. The guidance of the interviewed as follows:
1. Can you please explain about your English teaching Experience?
2. Can you please explain how the students‟ behavior when you teach in the classroom?
3. Have you ever felt insecure about your ability when teaching English?
4. How is your relationship with your colleagues in the school?
5. How is the school management in managing teachers‟ job?
6. Can you please explain the teacher‟s administrative tasks that you have to do?
7. Have the things described above ever made you stressed?
8. Are you given the opportunity by the school to join training to improve the teacher's ability to teach English?
9. Do your colleagues support your teaching career?
10. Does your family support your career as a teacher?
11. Do you love your current job?
12. Are the supports from school, friends or colleagues and family as well as a love for work become things that make you able to get through the stress that you experience in teaching English?
F. Technique of Data Analysis
After collected the data, the researcher analyzed the data. In this research, analyzing the qualitative data was done by using 6 steps that commonly used in analyzing qualitative data adopted from Creswell (2012). They are:
1. Prepare and organize data for analysis
The first step that researcher did was preparing and organizing the data for analysis. This step included organizing the data, transcribing the data of interview and analyzing it.
2. Explore and code data
The second step, researcher did preliminary analysis of the interview data by reading through it. The process of coding is one of reducing a text or image database to descriptions and themes of the factors of teachers‟ stress and resilience in teaching English at a Vocational High School in Pekanbaru. In this step, the researcher examined the text of interview, thinking the meaning of the answers from the participants and gave a code label to the text of interview.
3. Coding to build description and themes
In the next step researcher used the codes to develop description of teachers‟ stress and resilience. The codes also can be used to develop themes, and the themes may be interconnected to describe the complexity of the phenomenon.
4. Represent and reporting qualitative findings
In the fourth step, researcher reported findings about teachers‟ stress and resilience in narrative discussion form.
5. Interpret the findings
In the fifth step, researcher interpreted the meaning of the research. This step consists of advancing personal views and making comparisons between the findings and the literature.
6. Validate the accuracy of finding
The last step was validate the accuracy of findings. In this step researcher checked the accuracy of the research by doing validation procedures such as member checking, triangulation and auditing. In this research, Triangulation was used by the researcher to validate the findings of the research. The researcher checked about the factors of teachers‟ stress and the key aspects of teachers‟ resilience that was found in observation by interviewing them related what they experienced about the factors of teachers‟ stress and the key aspects of teachers‟ resilience in teaching English.
50 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on what has been found, analyzed and discussed in the previous chapters, the researchers made some conclusions as follows:
1. It was found that there are three factors that contributed to the teachers‟
stress in teaching English at one of vocational high school in Pekanbaru namely personal factor, interpersonal factor and organization factor. The factors that appeared as the stress factors were different for each teacher.
Personal factor was experienced by the English teacher 2. Meanwhile, the English teacher 1 experienced stress because of interpersonal and organization factor.
2. It was also found that there are three key aspects that help English teachers at one of vocational high school in Pekanbaru become resilient.
They are supportive institution, Conducive social network/relationship and Strong Positive Emotion. Supportive institution was found as the key aspects of resilience for the English teacher 1 in the school. Meanwhile, Conducive social network/relationship and Strong positive emotion were found as the key aspects of resilience for the English teacher 1 and the English teacher 2 in the school.
B. Suggestion
The researcher provides suggestions for teacher and future researcher as follows:
1. For Teacher
The researcher suggests both of English teachers can be more aware about the factors of the stress and they can face the various situations that can make them stress in the future. The researcher also suggests the English teachers to find other sources to become resilient so that they will be stronger to face the stress situation in teaching.
2. For Future Researcher
Researcher realized that this research was not perfect. The researcher expects that this research will help the future researcher who wants to conduct a research. The researcher also suggests the future researcher to expands this topic not only about factor of teacher stress and resilient but also in other wide aspects.
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