High Inhibitions and Low Self-esteem as Factors Contributing to Foreign Language Teacher Stress

Abstract

Although teacher stress is a widespread phenomenon and a source of concern nowadays (Jepson & Forrest, 2006; Lazarus, 2006) there are practically no studies investigating factors evoking stress among foreign language teachers (Cowie, 2011). In view of the specificity of foreign language teaching, the study conducted in Poland suggests that there are stressors unique to people who teach foreign languages (Wieczorek, 2014). At language teaching courses much time is devoted to well-being of FL learners and the acceleration of their learning, whereas not much is said about how teachers could cope with heavy demands set upon them. Our knowledge is also weak with regard to how FL teachers could improve their well-being and self-esteem, the lack of which contributes to their occupational and general stress. The focus of the study presented in the paper is on the role of inhibitions and self-esteem of FL teachers in relation to their knowledge of the language they teach, and its impact on stress they experience. Using extracts from transcriptions of semi-structured interviews with teachers of foreign languages, the author discusses the impact of inhibitions and self-esteem on the stress of these teachers and their well-being at work.