Research Information System
in: Current Academic Reflections on English Language Teaching in an EFL Setting, Mirici,İ.H.,Ergül,H., Editor, Cambridge Scholar Publishing, Cambridge, pp.15-21, 2024
Teaching
is considered one of the most stressful professions globally and bilingual
educators face additional challenges. Long-term stress and burnout translate to
high levels of quiet quitting or outright turnover, especially after the health
crisis caused by the COVID-19 pandemic, affecting teaching quality and school
culture. Even though female educators constitute a significant majority of the
educator population worldwide, very little attention has been directed until
now to their distinct socio-psychological needs when dealing with stress and
burnout, more so during the COVID-19 outbreak. Greece and Turkey are
neighboring countries in [FB1] the same socio-economical axis. This pioneering
study investigates and compares Turkish and Greek women educators’ perceptions
of stress and well-being both in personal and teaching contexts. It also
evaluates the degree of support women educators receive. The study proposes
measures to support female educators and their students to thrive. The results revealed that workload significantly contributed to
women educator stress. Furthermore, exploratory analyses indicated the
importance of the relational aspect both as a burnout indicator and a
self-assessed factor of well-being. Based on these findings, a proposal of an
evidence-based, cognitive-behavioral framework is made, aiming at empowering
women educators and their students to flourish.