Stress sources and coping strategies of novice pre-school efl teachers in Turkey

This study aims to identify the sources of stress among novice preschool English teachers (NPETs), the coping strategies they use to overcome stress, and their perceptions of the effect of experience on stress management in Turkiye. The study employed a case study design, using semi-structured interviews as the main data source. Qualitative data, obtained from eight NPETs through face-to-face and online semi-structured interviews, were subjected to content analysis. The study demonstrated that the most common contributors to stress for NPETs are "work conditions" and "relationships." The most frequently mentioned stressor related to work conditions was "health," while the most frequently cited stressors in relationships were "parents" and "principal." Furthermore, "palliative coping strategies" were the most commonly applied strategies to manage stress in both occupational and social contexts. The most frequent coping strategy used in their social lives was engaging in relaxing activities, while in the workplace, the most common strategies were "colleague support" and "breathing exercises." The analysis of coping strategies revealed that NPETs rarely implement direct coping strategies in occupational contexts, and direct coping is never used in social contexts. The study provided limited evidence on the influence of using direct coping strategies for managing stress. Most NPETs perceived teaching experience as an influential factor in stress management, stating it contributes to their proficiency in lesson planning, classroom management, and professional development. The implications of the study are discussed, along with directions for future research.