Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia
Abstract
Research on language teachers’ psychology has been shown to play a central role in the quality of teaching and student achievement. However, there is little empirical evidence to investigate the relationship between perception of stress, types of stressors, and well-being among foreign language teachers at university levels, particularly in monolingual contexts. The present study seeks to investigate the impact of stress, the number and type of stressors (i.e., chronic and stressful life events), and demographic variables (i.e., age, gender, and the length of teaching experience) on university-level EFL teachers’ levels of well-being. The data were collected through an online survey of 53 university-level EFL teachers in Saudi Arabia. A Pearson correlation was carried out to investigate the relationship between EFL teachers’ well-being, their perception of stress, and number of stressors. A multiple regression analysis was also run to examine if EFL teachers’ levels of stress, number and types of stressors, and demographic variables can predict their psychological well-being. The quantitative findings demonstrated a significant negative relationship between well-being and levels of stress. The findings also showed a significant positive relationship between the EFL teachers’ well-being and their good physical health. The results of the multiple regression indicated that high levels of well-being were predicted by low levels of stress and good physical health. This study, moreover, suggested an advantage for females in terms of psychological well-being among foreign language teachers. The findings also demonstrated that a stressful life with a heavy workload and financial concerns can negatively impact language teachers’ well-being. These findings highlight the importance of considering issues related to teachers’ psychological well-being. In line with these findings, several pedagogical implications were offered.
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