Social support can reduce the impact of stressors on psychological well-being and job
satisfaction and reduce the risk of physical illness (Shumaker and Czajkowski, 1994). Studies of teachers have, however, produced mixed results. Pierce and Molloy (1990), in a study of 750 secondary school teachers in Australia, found that high burnout teachers reported having lower social support than low burnout teachers. However, Griffith et al. (1999) in a questionnaire- based study of 780 primary and secondary school teachers in London, UK found that the relationship between teacher stress and social support at work was independent of
demographic factors, the school environment and occupational grade. Griffith et al. (1999) found that both high and low ratings of social support at work were received from teachers at the same schools which indicates that similar challenges can be perceived as more or less stressful depending on the individual’s perception of the social environment. We can conclude, however, that good relationships with colleagues and a harmonious atmosphere at work must be important factors in mitigating stress at work.
An effective support network provides practical and emotional support for teachers who experience stress in the workplace. Miller, Zook and Ellis (1989) state that the most common support networks consist of supervisors, colleagues, family and friends. Starnaman and Miller (1992), however, maintain that supervisor support is more effective in reducing stress than the support of colleagues. Greenglass et al. (1997) used the Maslach Burnout Inventory to survey 833 Canadian primary and secondary school teachers. Greenglass et al. (1997) discovered that collegial support is more influential in reducing the impact of teacher stress or burnout than support from family and friends. One can conclude, therefore, that support within the organisation from supervisors and colleagues is more effective than a sympathetic ear from family and friends. Interestingly, Glazer and Hannafin (2006) and Taylor, Sherman, Kim, Jarcho, Takagi and Dunagan (2004) state that cultural differences may influence whether teachers actually seek social support. Taylor et al. (2004) discovered that Korean and Asian-American teachers in the USA were less likely to actively seek social support than teachers from Europe and North America. The researchers suggest that while the collectivist orientation of Asian culture is conducive to the sharing of stressful problems, there may also be a subtle discouragement of such efforts in order to maintain group harmony.
Zhang et al. (2007) maintain that a teacher’s social network should cover three areas which are emotional support or the provision of caring and nurturing, informational support which
includes physical and material assistance and instrumental support which includes the provision of facts and advice. Research suggests that teachers who have a strong support network tend to be more resistant to the effects of stressful events (Greenglass et al., 1997; Brouwers et al., 2001). Brouwers et al. (2001) studied the relationship between teachers’ perceived self-efficacy in eliciting social support and consequent burnout among 277 secondary school teachers in the Netherlands. Brouwers et al. (2001) discovered that teachers who felt that they received little or no social support from their supervisors and colleagues also had little hope that they could elicit such support and had a generally negative view of their ability to do so. In addition, Greenglass et al. (1997) found that teachers with high levels of burnout were less likely to form friendships at work or to establish close relationships with their colleagues. Zembylas and Papanstasiou (2004), state that teachers already tend to be isolated from their peers due to the solitary nature of their jobs. This supports Crookes (1997) who describes this isolation as a state of alienation and Markham (1999) who maintains that feelings of isolation are a major cause of stress among TESOL teachers. Teachers, therefore, have little opportunity to share their
successes or failures with colleagues. In addition, teachers who experience burnout tend to isolate themselves even more and their feelings of exhaustion and hopelessness could prevent them from seeking support
Chang (2009) reports that teachers’ perceptions of social support have a strong link with teacher burnout. This supports Griffith et al. (1991) who highlight the importance of the individual’s perception of stressful events. Kahn et al. (2006) maintain that positive social support provides opportunities for the reappraisal of a current stressful situation and may provide new ideas for adaptive responses to work stress. Teachers’ perceptions of social relationships are also related to feelings of burnout. When teachers’ perceive that they invest more in their work and their schools than what they get back, or when outcomes from students are lower than they had expected, they are prone to burnout (Van Horn, Schaufeli and
Enzmann, 1999). In a longitudinal study of 920 Dutch teachers working in primary, secondary and tertiary level institutions, Taris, Van Horn, Schaufeli and Schreurs (2004) discovered that the inequity teachers experience in their three main exchange relationships —with students, colleagues and schools —is related to burnout, especially feelings of emotional exhaustion. Mede (2009) investigated stress and burnout among TESOL teachers in Turkey. He discovered that teachers who received little social support from supervisors tended to depersonalise their interactions with students and colleagues and felt a sense of reduced personal
accomplishment. The study also revealed that burnout was more prevalent among younger TESOL teachers who lacked experience and were more prone to excessive job involvement.
This supports Friedman et al. (1992) and Lackritz (2004) who report on the incidence of higher burnout among younger teachers.
The management of language schools need to be more supportive and show greater
understanding of the challenges of TESOL teaching, a greater concern for their teachers’ and an understanding of the toll that teaching takes on the individual’s emotional, mental and physical wellbeing. Thus language schools need to look at ways of decreasing the various stressors that impact on teachers such as reducing class sizes and the consequent administrative load, making language courses less test and exam-oriented, giving teachers greater flexibility in curriculum design and lesson preparation and creating a supportive and collegial environment in which teachers can develop professionally. In addition, language schools need to improve the working conditions of TESOL teachers by providing secure employment with market-related salaries and benefits. Markham et al. (1996) maintain that stress levels among TESOL teachers can be partly attributed to inappropriate programme design and a lack of support from administrators. Recognition of the effort that the majority of teachers put into their jobs would go a long way to alleviating feelings of stress, according to Loh (1995). In her research, Loh (1995) discovered that 60% of the teachers interviewed had thought seriously about leaving teaching. This leads to another concern which is the possibility that large numbers of TESOL teachers are just surviving in the profession and do not enjoy working in their chosen field. The end result of this must be a lack of morale and motivation, decreased work performance and negative attitudes towards teaching.
Sun (2010) advises TESOL teachers to be proactive and to consider forming their own
supportive learning communities and engaging in peer mentoring. She, therefore, believes that teachers should build their own support systems so as to reduce stress. These support systems will also enable them to remain current in the field and sustain their own professional
development. Mullock (2009), however, states that the literature strongly suggests that by paying attention to the extrinsic factors of employment such as job stability, a market-related salary, medical and pension benefits, and opportunities for promotion and professional development, language schools can slow down and even prevent teacher attrition. These findings support Manuel (2003) who calls for more empirical research into the retention of quality teachers with a focus on exploring the everyday lives of teachers. According to Mullock (2009), in addition to these factors, positive teacher-administrator relationships should be encouraged as a supportive school climate is an important factor in teacher motivation and performance and in avoiding teacher burnout. This supports Manuel (2003) who advocates long-term pastoral care and mentoring programmes for new teachers. Grayson and Alvarez (2008), however, caution that the creation of a supportive school environment may necessitate a shift in philosophy, resource allocation and training opportunities. Nevertheless, it is
support for teachers in order to encourage self-growth and improve job satisfaction and retention rates.
Research, therefore, reveals that a strong social support network can reduce the impact of stressors and the incidence of burnout. The facts are, however, that teachers in general and TESOL teachers in particular, are simply not receiving the emotional, informational and instrumental support they need in order to be the best teachers they can be (Zhang et al., 2007). Supervisors and colleagues are vitally important links in the provision of this support and thus conditions need to be created — by the management of language schools —in which support networks are encouraged and nurtured or at the very least in which teachers can form their own support networks. TESOL teachers who do not receive any form of support within the school environment are thus more likely to experience stress and consequent burnout.