EFL Teachers' Stress and Coping Strategies: the case of public primary schools in Jimma Zone, Ethiopia





EFL teachers, stress , stress, factors, association, coping strategies, regression coefficient, beta coefficient


EFL teachers usually experience stress as a result of environmental and personal factors. However, the problem and its triggering factors appear to be overlooked in the study context. Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, and coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methods design, cluster sampling, and judgemental sampling techniques were used in the investigation. A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and an interview, and descriptive and inferential statistics were employed to analyze the data. The findings demonstrate that the majority of the teachers have experienced stress and that all of the posited factors have a substantial association with the problem. The major finding is that stress negatively affects EFL teachers' working behavior. In light of this finding, it is suggested that coping strategies training be provided. The study has pedagogical implications as it suggests that emotional intelligence and stress coping techniques be included in EFL teaching methodology courses. Finally, because the sample is too small to generalize to various situations, more research on a large scale is suggested to understand the magnitude of the problem's expansion in the region.


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Author Biographies

Teshale Ayalew , Jimma Univesrsity, Ethiopia

Teshale Ayalew earned a master's degree in TEFL from Jimma University and a bachelor's degree in English from Alamaya University. He has taken part in numerous short-term training organized by the Ministry of Education, the British Council, and others on English language improvement, continuous assessment, and School-based English mentoring. He has been teaching English in colleges and universities for several years and offered various training to primary and secondary school EFL teachers. He chaired English Language Department at Bonga College of Teachers' Education and served as a coordinator of the English Language Improvement Center (ELIC) at Wolkite University. Currently, he is serving as a reviewer on one Scopus journal and attending his Ph.D. at Jimma University. His area of research interest includes EFL teachers' emotions, EFL teachers' burnout, and students' learning strategies.

Getachew Seyoum Woldemariam, Jimma University, Ethiopia

Holds a Master’s Degree in TESP from Aston University, UK, and PhD in ELT from Panjab University, Chandigarh, India. He is an associate professor in the department of English language and literature at Jimma University, Ethiopia, where he serves as instructor and supervisor of PhD students. He has published several articles in ELT in different reputable journals and his research interests include writing strategies, language learning strategies, language skills, and assessment.

Adege Alemu, Jimma University, Ethiopia

PhD, is an assistant professor, Educator, Academic Advisor and Researcher on language education and Brain research. He has been conducting workshops on brain research and language education at several schools, colleges and universities in Ethiopia. Dr. Adege has a Bachelor's degree in English Language and Literature from Kottebe College of Teachers' Education (AA), a Master of Arts in Teaching English as a Foreign Language(TEFL) from Addis Ababa University, Ethiopia, and a doctorate degree in TEFL from AAU. His teaching experience covers Senior high school, Colleges, and Universities in Ethiopia and in USA. Dr. Adege has reviewed Science and Social Sciences (including English Language Education) Articles, and published numerous articles in leading Educational Journals on Language Education and Brain-based Learning.


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How to Cite

Ayalew , T., Woldemariam, G. S., & Alemu, A. (2022). EFL Teachers’ Stress and Coping Strategies: the case of public primary schools in Jimma Zone, Ethiopia. GIST – Education and Learning Research Journal, 25, 8–40. https://doi.org/10.26817/16925777.1516


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