Emotional Anxiety and Coping Strategies during the Covid-19 Pandemic among Language Teachers

Abstract

This study aimed to investigate the prevalence of anxiety, stress, and depression symptoms among teachers during the COVID-19 pandemic. A high percentage of teachers were found to suffer from these negative emotions, surpassing the rates reported in a previous study conducted during the pandemic. These findings align with other studies conducted since the pandemic's inception, highlighting the adverse impact of lockdown measures on teachers' well-being. The emotional anxiety experienced by teachers primarily centered around frustration due to the inability to engage in their usual activities, concerns about the potential breakdown of the educational system, and worries about the health and safety of their students. While pre-pandemic studies already indicated elevated levels of emotional anxiety among teachers, this study revealed significantly higher levels during the pandemic. Nevertheless, teachers demonstrated resilience by employing coping strategies despite the limitations imposed by lockdowns. This research provides a snapshot of the coping strategies adopted by teachers during the COVID-19 pandemic and offers insights for implementing specific actions in educational settings. It underscores the urgent need to further explore teachers' experiences related to the pandemic and emphasizes the importance of institutional support in promoting their well-being. Furthermore, the study revealed a significant relationship between emotional anxiety and approach strategies, suggesting that teachers actively seek ways to cope with the challenging circumstances. Seeking emotional support from family and peers emerged as important coping mechanisms for teachers during this period. These findings shed light on the complex interplay between teachers' mental health and their coping strategies, underscoring the necessity of fostering supportive environments and providing institutional resources to enhance their well-being.