open access

https://doi.org/10.14943/J.HighEdu.32.11

https://hdl.handle.net/2115/94555

Coping Processes of Teaching Stress in a Novice English Teacher : An Analysis Using the Trajectory Equifinality Model (TEM)

日本語

2025-03

Institute for the Advancement of Higher Education, Hokkaido University

Journal of higher education and lifelong learning

32

11-23

This study investigated three key questions concerning a novice English teacher at a Japanese university: (1) What types of teaching stress did the teacher experience? (2) What factors influenced this stress? (3) What distinguished instances where the teacher managed stress effectively from those where they did not? A semi-structured interview was conducted and the resultant data analyzed using the Trajectory Equifinality Model and interpreted using the ALACT model. The results showed the following: (1) that the teacher experienced teaching stress related to pedagogical methods and employed coping strategies based on these individual stresses. With respect to (2), positive factors influencing stress reduction included reliable senior faculty, expectations from colleagues, future career development, online teaching, positive student evaluations, and building relationships with students. Conversely, the lack of educational opportunities hindered stress management. Regarding (3), enhancing reflective skills was suggested to improve stress management, with social factors playing a role. Thus, maintaining and expanding positive influences, reducing negative influences, and supporting the development of reflective skills can help novice English teachers manage teaching stress more effectively.

紀要論文

Version of Record

1341-9374

AN10527626