Yabancı dil öğretiminde kaygıyla başa çıkma: Dil öğretmenleri bu kaygıyla nasıl başa çıkıyor?

This study investigates the Foreign Language Teaching Anxiety (FLTA) among non-native English as a Foreign Language (EFL) teachers in Antalya, Turkey, aiming to determine the level, sources, and coping strategies linked with FLTA. Using a mixed-methods research design, quantitative data were collected using the Foreign Language Teaching Anxiety Scale (FLTAS), while qualitative data were obtained using open-ended questions. The study involved 158 non- native English teachers from primary, secondary, and high schools in Antalya, Turkey. Quantitative findings reveal that teachers experience low levels of anxiety related to self- perception of language proficiency, teaching inexperience, and difficulties with time management, while the average anxiety level related to lack of student interest is moderate. Qualitative data analysis identified several anxiety-provoking factors, including classroom management challenges, student-related issues, and personal factors. Coping strategies employed by teachers included thorough lesson planning, professional development, and peer support. The study highlights the need for targeted interventions in teacher training programs to address FLTA. By understanding the factors contributing to teaching anxiety and effective coping strategies, educational institutions can better support EFL teachers, ultimately enhancing teaching efficacy and student outcomes. Keywords: FLTA, mixed method, anxiety-provoking factors, coping strategies.