The Ecology of Teacher Stress in Vocational EFL Contexts: Insights from a Qualitative Phenomenological Analysis

This study examines the stress experiences and coping strategies of English as a Foreign Language (EFL) teachers working in Turkish vocational high schools, a context characterized by low student motivation, limited resources, and significant institutional pressures. Using a qualitative phenomenological design, semi-structured interviews were conducted with 15 in-service teachers to explore their lived experiences. The analysis identified three primary sources of stress: (1) pedagogical challenges such as engagement problems, large class sizes, and severe proficiency gaps, (2) professional limitations including lesson preparation anxiety, fear of making errors, and inadequate teaching materials, and (3) systemic pressures involving administrative workload, limited managerial support, parental interference, and socioeconomic disadvantages affecting students. Teachers responded to these stressors through a range of coping mechanisms. Pedagogical strategies included technology integration, game-based activities, curriculum simplification, and proactive planning. Psychological and strategic coping involved cognitive reframing, separating personal and professional identities, seeking collegial support, reflective practice, and navigating institutional expectations. Findings emphasize that while teachers demonstrate adaptability and resilience, many stressors stem from broader systemic issues beyond individual control. The study highlights the need for improved institutional support, context-sensitive professional development, and policy reforms addressing resource inequalities and curriculum-proficiency mismatches in vocational EFL education.