Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers

Diasti, Krismalita Sekar

doi:10.24246/j.js.2021.v11.i1.p1-10

Cited by 11 publications

(10 citation statements)

References 21 publications

(44 reference statements)

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“…There are many researches were conducted related to stress and resilience. Diasti (2021) found out there are three factors of stress namely personal, interpersonal and organization that lead teacher's strain. She also exposed that teachers' professionalism is seen from those who are resilient in managing with numerous learningteaching challenges and adaptive blending with unfavourable working situations.…”

Section: Resilience Attitudes In Facing All Stress Factorsmentioning

confidence: 99%

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Exploring Stress Factors and Resilience Experienced by Sumbanese EFL Teachers: A Critical Incident Technique Approach

Heda

Mbato

2022

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Many researches indicated the EFL teachers’ factors of stress and the key to stay resilient. Stress vestiges the common issue in the teaching field. The attitude of resilient was the main point to assist the teachers in discovering the happiness and keeping them settle sustained at their profession as an educator. Stress factors experienced by educator are enhanced in this pandemic situation. This research was endeavoured to investigate the stress factors and resilient attitudes experienced by teachers in Sumba Island which was one of the remote area in Indonesia. The data was taken by accomplishing an in-depth interview with four teachers who were teaching in Sumba Island. The result revealed that there were some factors might lead the students stress in teaching in rural area, they were; students, lack of resources and facilities, technology awareness, different opinion with colleagues, and the sense of insecurity in teaching in isolated area. The strategic attitude of resilient developed by the teacher to cope with all of those stress were; optimistic attitude, taking a personal approach, self-introspection, keep in mind about job-consequences, and sharing about the problem with others. This research proposed to give further insight into the existences of teachers working in a rural area like Sumba Island, in specific how they ascertain their profession upon all of the stress factors they encountered. The result and conaclusion were presented in descriptive method.

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Section: Resilience Attitudes In Facing All Stress Factorsmentioning

confidence: 99%

“…Teachers need to introspect and evaluate of what they have done. Doing reflection helps the teachers in looking back in order to look forward of to be ready what might occurs ahead (Diasti, 2021). This attitude helps them in maintain their identity as an educator.…”

Section: Self-introspectionmentioning

confidence: 99%

Exploring Stress Factors and Resilience Experienced by Sumbanese EFL Teachers: A Critical Incident Technique Approach

Heda

Mbato

2022

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“…It also helps teachers evaluate their environment and themselves as teachers. Due to the benefit of doing reflections, previous studies recommended that teachers should do some reflections on their teaching practice and themselves as professional practitioners (Diasti, 2021;Florida & Mbato, 2020;Hahl & Miculec, 2018;Hidayati, 2018;Song, 2016;Teng, 2017).…”

Section: Factors That Construct Teacher Identitymentioning

confidence: 99%

“…She found out that the stress factors related to related to image building (e.g., being a caring teacher vs being a tough teacher), cultural context (e.g., expressing opinions vs being in total obedience), and professional and pedagogical problems (Cendra, 2019). Similarly, Diasti (2021) mentioned that novice teachers may find some stressors that come from personal (e.g. capacity to manage classroom), interpersonal (e.g.…”

Section: Introductionmentioning

confidence: 99%

Indonesian English Novice Teachers’ Identity Constructions and Their Teaching Practices

Hanifah,

Damayanti,

Muslim

2022

IJE

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Contributed by many factors, teachers’ identity, particularly among novice teachers, is essential since it affects their teaching practice and professional career. This study explored different influences that contributed to the construction of novice Indonesian teachers of English who apparently faced challenges in constructing their identity. This narrative inquiry study involved two novice English teachers of Primary and Senior High Schools in East and West Bandung with one and a half years of teaching experience. Data from in-depth interviews and journal writing were analyzed by Creswell’s (2014) thematic analysis. The study figured out that negotiating with school context and understanding oneself were the factors that influenced novice teachers’ identity construction. Negotiating with the school context shows that the novice teachers interacted with the school context and made some adjustments to their teacher identity. Understanding oneself refers to the meaning-making process of themselves as a person and a teacher. This study also found that novice teachers had some negotiations about their idealism and the school’s current practices. One of the participants became more eager to reflect her idealism in her practice, while the other tried to let go of her idealism and adjust with her students. This study suggested that novice teachers should do continuous reflections on their teaching practices and themselves as teachers to help them develop as professionals.

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“…Educators can encounter a variety of mental dispositions that can influence classroom practices and conducts, such as self-efficacy, loss, and stress (Pishghadam et al, 2014). Coping with stress varies from person to person, and those who cannot deal with it will have burnout at work so being resilient is one of the coping techniques that educators can carry out (Diasti, 2021). Resilience is a novel model in psychosomatic research that formerly emphasized finding the constructive aspects of emotions to predict the deconstructive aspects that allow educators to bounce back and forth from destructive stressors and distressing procedures in the field (Fathi and Saeedian, 2020).…”

Section: Introductionmentioning

confidence: 99%

Toward Measuring Chinese EFL Teachers’ Resilience: The Role of Teachers’ Enjoyment, Anger, and Anxiety

Gan

Gao

2022

Front. Psychol.

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Teachers have been regarded for many years as one of the most impactful elements with a significant function in educational and learning contexts. Several studies have been conducted on teachers and their performances in the classes. Positive psychology has focused on both the constructive and deconstructive feelings that teachers encounter in the process of teaching. Among the investigated elements, enjoyment anger, and anxiety can be regarded more significant in the relevant literature. The current research, thus, clarifies their association and connection with Chinese language educators’ resilience. To this end, 464 male and female Chinese EFL teachers participated in the present study, and their enjoyment, anger, anxiety, and resilience were inspected by completing the associated questionnaires. The data analysis indicated that there is a substantial correlation between teachers’ resilience and their emotions. Similarly, it is concluded that the best predictor of teachers’ resilience is enjoyment. Also, some academic suggestions for the study regarding the development of teachers’ resilience in educational situations are proposed.

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Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers

Cited by 11 publications

References 21 publications

Exploring Stress Factors and Resilience Experienced by Sumbanese EFL Teachers: A Critical Incident Technique Approach

Exploring Stress Factors and Resilience Experienced by Sumbanese EFL Teachers: A Critical Incident Technique Approach

Indonesian English Novice Teachers’ Identity Constructions and Their Teaching Practices

Toward Measuring Chinese EFL Teachers’ Resilience: The Role of Teachers’ Enjoyment, Anger, and Anxiety

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