New technologies and their impact on foreign language teacher professional burnout (under COVID-19 pandemic conditions)

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^{1 University of Rzeszow, Rzeszow, Poland}

²Ivan Franko National University of Lviv, Ukraine

³University of Bielsko-Biala, Poland

⁴Kindergarten and School Educational Cluster in Studzienice, Poland

New technologies and their impact on foreign language teacher professional burnout (under COVID-19 pandemic conditions)

Liliya Morska^1,2, Krzysztof Polok³,

Malgorzata Bukowska⁴, Iryna Ladanivska²

Abstract

Because of the dynamic and rapid development of digital technologies, teachers are facing more than ever challenging issues related to coping with educational innovations. This situation has become ultimately evident under COVID-19 quarantine and the necessity to work remotely. Such requirements induce extra pressure on teachers, which causes excessive stress, often leading to emotional and professional burnout. In our paper, we aim to focus on the types of impact (positive or negative) of digital technologies in relation to foreign language teachers' age and experience and the level of professional burnout. Specific emphasis is put on the study of coronavirus-related remote learning mode circumstances. To reach the research goal, a mixed method was used, engaging 140 English language teachers from 18 Polish schools, Silesia region, with a questionnaire and a semi-structured interview as the tools used in the quantitative and qualitative stages of the study. The research findings show that even though teachers are ready to integrate technologies in the classroom, they are vulnerable to technical problems which often occur during the lessons, causing the feeling of disappointment, frustration, anxiety, and lowering the efficiency of teachers' professional performance. The implications of the study suggest that the professional support for teachers in technology use, better working conditions, and equipping language classrooms with good quality digital devices should serve as the best remedy against teacher burnout.

Keywords: digital technologies; information technology competencies; teacher burnout; foreign language teaching; COVID-19.

Аннотация

Новые технологии и их влияние на профессиональное выгорание учителей иностранных языков (в условиях пандемии COVID-19)»

Лилия Морска1,2, Кшиштоф Полок3, Малгожата Буковская4, Ирина Ладанивская2

1 Жешувский университет, Жешув, Польша

2Львовский национальный университет имени Ивана Франко, Украина

3Университет Бельско-Бяла, Польша

4Кластер детского сада и школьного образования в Студзеницах, Польша

В связи с динамичным и стремительным развитием цифровых технологий перед учителями как никогда остро стоят вопросы, связанные с адаптацией к образовательным инновациям. Эта ситуация стала окончательно очевидной в условиях карантина COVID-19 и необходимости работать удаленно.

Такие требования создают дополнительную нагрузку на педагогов, что вызывает чрезмерное напряжение, нередко приводящее к эмоциональному и профессиональному выгоранию.

В нашей статье мы стремимся сосредоточить внимание на типах воздействия (положительном или отрицательном) цифровых технологий на возраст и опыт преподавателей иностранного языка и уровень профессионального выгорания.

Особое внимание уделяется изучению обстоятельств дистанционного обучения, связанных с коронавирусом. Для достижения цели исследования был использован смешанный метод, в котором приняли участие 140 учителей английского языка из 18 польских школ Силезского региона, с анкетированием и полуструктурированным интервью в качестве инструментов, используемых на количественном и качественном этапах исследования.

Результаты исследования показывают, что хотя учителя готовы интегрировать технологии в класс, они уязвимы для технических проблем, которые часто возникают во время уроков, вызывая чувство разочарования, разочарования, беспокойства и снижая эффективность профессиональной деятельности учителей.

Результаты исследования показывают, что профессиональная поддержка учителей в использовании технологий, улучшение условий труда и оснащение языковых классов качественными цифровыми устройствами должны служить лучшим средством против профессионального выгорания учителей.

Ключевые слова: цифровые технологии; компетенции в области информационных технологий; выгорание учителя; преподавание иностранных языков; COVID-19.

Introduction

Burnout is a well-known phenomenon that affects teachers worldwide, regardless of age, gender, or geographical location. Frequent changes in the system of education, increasing expectations and requirements for teachers inject some negative connotations into their profession, making them suffer from the effects of professional burnout. In the related literature, many factors are indicated to contribute to teacher burnout, among which the following can be mentioned: poor student attitudes towards compulsory schooling, problems with maintaining discipline in the classroom, excessive bureaucracy, poor communication between members of the teaching staff and school administration, the lack of social support from the superiors to name but a few. Needless to say, in the era of digitization and the rapid development of modern technologies, teachers face a new challenge: they must keep up with new technological innovations and successfully integrate them into the learning process. Since it is not an easy task, it can trigger stress and anxiety and contribute to burnout. The situation can be exacerbated if teachers do not have any choice among the alternatives in their professional activity, as has been the case with the COVID-19 pandemic conditions in schooling, where all teachers have been forced to use technologies online (e -learning, blended or hybrid formats) studies. Unfortunately, very few (if any) studies can be found illustrating the relation between the obligatory use of technologies by teachers and the level of their professional burnout.

Literature review

Our paper joins a growing body of literature that employs both theoretical and practical frameworks of identification, prevention and elimination of teacher burnout side effects to create favourable conditions for efficient professional activity of educators. Research results show that it is not only a cross-cultural phenomenon, but a very serious problem (Wieczorek, 2017). The stress may not only lead to health problems, but it can also affect the quality of teachers' work and their relationships with other participants of the educational process such as students, colleagues at work, and family members. Teachers who suffer from constant stress leading to burnout in a majority of cases escape from their duties, often take sick leave and become less effective. Therefore, it seems crucial to focus on the roots of teachers' stress, try to understand the nature of burnout and find effective ways to cope with its negative consequences.

As indicated by Kocor (2019), teachers are at risk of burnout more than any other professionals. Because of the fact that in their work they are in close contact with students and their parents; it is teachers who educate, behave and solve problems. An educator's job requires not only comprehensive knowledge but also engagement and commitment. As a result, teachers have their students' problems in mind even when they do not perform their professional activity but are at home getting prepared for the next lessons. It can lead to the situation that a teacher may transform school problems into family life. It causes conflicts, a tense domestic atmosphere, and blurs the border between work and family life, violating all the more importance for decent health balance.

In a similar vein, Pokhrel and Chhetri (2021, p. 135) emphasize that working from home as an additional job obligation to working in the classroom setting exacerbates the stress response. One of the greatest factors in chronic work stress is working consistently in the evenings in addition to a full -time day shift, spending the supposed relaxation time planning and gra ding. Work that penetrates teachers' personal and family time is perceived as an additional hardship that was not meant by the initial “work agreement”. Furthermore, working from home deletes the perception differentiation between home and comfort. The teacher's brain never feels “at home”, the environment where it can relax and separate the educator from professional challenges and responsibilities (Herman et al, 2018).

It is often claimed that educators are likely to suffer from dissatisfaction with their professional activity when focusing emotionally on their complaints about students' poor educational achieve ment, some negative aspects of their conduct in class, since “the habitual patterns in teachers' judgments about student behaviour and other teaching tasks may contribute significantly to teachers' repeated experience of unpleasant emotions and those emotions may eventually lead to burnout” (Chang, 2009, p. 193).

Furthermore, Tucholska (2008) adds up that the teacher's profession has been facing the problem of constant social expectations because of being responsible for educating young generations. However, these expectations are not supported by the corresponding financial and social status. As a result, the lack of decent remuneration combined with other detrimental factors like overloaded classes, students' inappropriate behaviour, and the lack of support from supervisors leads to frustration, loss of motivation, and, consequently to burnout.

Ravichandran & Rajendran (2007) believe that stress is inseparable and unavoidable in people's lives and it is impossible to eliminate it from everyday existence. Despite such bleak claims, stressful situations are known to be advantageous, motivating people to look for new coping strategies and as a result, reducing the level of anxiety created by challenging demands. As a consequence of positive personal or organizational growth, such a situation can lead to greater success at work. distance learning teacher language

However, it is worth stating that excessive constant stress in most cases leads to burnout with devastating consequences for both teacher's life and the whole social surrounding of a person (Gembalska-Kwiecien, 2019).

Our analysis replicates the finding by Wozniak-Krakowian (2013) who claims that devoted and engaged teachers in particular lose motivation and energy to work. Such teachers become tired, frustrated and finally burnt out. The job once bringing satisfaction and enjoyment, becomes a source of sadness and disappointment. Instead of satisfaction, a teacher experiences indifference, the place of success is taken by the sense of defeat.

As observed by Wieczorek & Mitr^ga (2017), stress should not be discussed as a problem of individual teachers but rather as a social problem. Since occupational stress decreases efficiency and has a detrimental impact on work satisfaction and organizational engagement, it appears crucial to contemplate not only what teacher burnout is by definition but also what its sources, symptoms and consequences are.

Travers & Cooper (1996) indicate that the main sources of occupational stress are: teaching students who have a low level of motivation, problems with maintaining discipline, time pressure and workload (for example, too much additional, paperwork), being evaluated by others (teachers, headteacher, parents, society), dealing with colleagues' self-esteem and status, administration and management, poor working condition, role conflict and ambiguity, with all of them making teachers cope with constant changes.

As proposed by Wieczorek & Mitr^ga (2017), consequences of stress may include an emotional manifestation, behavioural manifestation, and physiological manifestation. With emotional manifestation in mind, it is necessary to mention that it may take the form of depression, anxiety, fear, and anger, eventually leading to burnout. Behavioural manifestation frequently triggers the following problems: eating disorders, sleeping disorders, smoking, drinking alcohol, and taking drugs. Withdrawal from social life, frequent absenteeism at work, early retirement, or the plans to leave the teaching occupation are often seen as consequences of behavioural manifestation as well.

It cannot be denied, though, that frequent sick leaves seem to be the way to escape from stress at work, but they prove efficient only for a short time. It should be mentioned that numerous consecutive sick leaves and absences at work disorganize timetables and have a destructive impact on the process of teaching. Consequently, when the teacher is absent, the students either do not make progress, or fail to achieve appropriate educational results, which, in turn, causes more stress for teachers lowering their self-esteem, thus making the vicious circle close and go on.

As Skaalvik & Skaalvik (2009) remark, there is a need not only to raise the awareness about this phenomenon, its causes and consequences, but also to find ways and methods to fight it successfully.

Teacher burnout in foreign language teachers. Innovations in the field of new technologies and language teaching have created a new role for teachers, especially the group of teachers who teach a foreign language in Polish schools. Language teachers are no longer the only knowledge and information providers within the subject they teach. In the era of globalization and advanced technology, where English is considered the main and common language in the process of communication, English teachers play a crucial role as a speaker of one of the most widely used languages in the world (Mousavi, 2007).

However, if foreign language (FL) teachers want to be experts in their field and role models for contemporary students, they have to constantly improve their language skills, develop their vocabulary to make their language authentic, updated, and true to life (Tichenor&Tichenor, 2005). It means that modern FL teachers not only teach the young generations, but they become learners themselves, they are obliged to be creative, open to innovative ideas and suggestions, and eager to learn new things. What is more, they should be ready to search for new techniques and methods of teaching foreign languages successfully even if they are long-serving teachers. Such a situation can have a few advantages, for example, it helps teachers look at their students from a different perspective and understand the students' needs and fears. However, the need to learn all the time and spend their free time developing their skills and language competence can be time-consuming and can cause stress and frustration among FL teachers.

According to Mousavi (2007), FL teachers are expected to motivate and engage the learners to participate actively in language learning, especially when speaking in a foreign language is concerned. This requires teachers and students to constantly interact with each other, involving the emotional commitment not only from students, but also from the educators. Such engagement can cause emotional exhaustion and have a negative impact on the teachers' overall well-being.

The fact that the prevailing majority of FL teachers in Polish schools and universities are non-native teachers, affects the level of stress among these professionals. It is believed that all language teachers should know a foreign language perfectly. However, it cannot be denied that language learning is a continuous lifelong process, with language developing and changing constantly, compelling the teachers to improve their communicative skills non-stop, trying to approach the native-speaker level of communicative competence. As a result, non-native FL teachers may experience a lack of sufficient language knowledge and experience low self-confidence in their professionalism. All this invokes negative emotions in relation to the duties at school and the intention of quitting the job because of too high emotional costs. Apart from teaching and continuous professional development, FL teachers may feel inundated with other tasks and duties, paperwork, student assessment procedures, maturation exam preparation responsibilities, as well as some extra-curriculum activities as part of any teacher's job.

The relation of new technologies to teacher burnout. It is commonly believed that being a teacher is not an easy job, however, it is rarely recognized as a difficult and stressful job, although posed with ever- increasing expectations.

While many papers investigate the overall sources of teacher's stress and professional burnout (like those mentioned above), few look at its roots in the application of new technologies in the process of teaching. There is some evidence in the literature that “teacher's stress can be explained by the fact that the requirements (internal and external) prevail for a long time over the resources (also internal and external), thus the person experiences the condition of losing balance” (Morska, 2017, p. 18), our paper contests this claim, proving that external requirements in the realm of innovation technologies implementation often lead to a more intense negative impact on psychological well-being of teachers, exacerbating the burnout problem.

As Mashhadi & Kargozari (2011) indicate, nowadays, the dynamic and rapid development of new technologies encourages people to use the internet to share information, look for new ideas and communicate with each other, with students worldwide being particularly eager to spend a lot of time on the net for educational and entertainment purposes.

Using new technologies in education is considered to be not only a crucial but also an effective way of improving the process of learning and teaching (Rodinadze and Zarbazoia, 2012). As far as students are concerned, information technology helps them to acquire new knowledge easily because of the fast access to international libraries and other sources of information. With regard to teachers, information technology provides them with a wide range of multimedia devices, different applications which have proved helpful in planning, designing and conducting exciting and interaction-rich lessons.

Furthermore, new technologies provide an unprecedented opportunity to utilize cloud computing to store different documents, edit or modify, if necessary, and then share with other educational process participants, since both teachers and students can have immediate access to them.

This allows educators to design group work and collaborative assignments for students, which does develop both the content area skills and some essential soft skills necessary for future professionals (leadership, argumentative and persuasive skills among them).

Therefore, information technologies have a significant effect on teaching and learning and, if used properly, can increase the level of motivation among learners as well as the pace of learning. This means that the teachers have to face another challenge: the requirement to teach students how to use technology as a tool in their study process. However, for many teachers, especially those who have been working at school for many years, the necessity to use new technologies can be a real barrier and often unfavourable new task in their career, bringing about difficult and stressful experience into their professional activity (Mashhadi & Kargozari, 2011).

In the wake of the COVID-19 pandemic, when the virus hit - first in China in December 2019, then spreading rapidly to other countries in the early months of 2020, the education sector was facing unprecedented problems in proceeding with delivering educational services, and educational leaders were more than ever concerned about overwhelmed teaching staff and increased stress, as well as increased mental health needs of both staff and students, which at the same time had to be addressed remotely (Arundel, 2020), exacerbating all the more drastic issue. Although a lot of educational institutions introduced special virtual educational environments aimed at facilitating the institutional society in their endeavours to cope with the urgency of turning on-line (Melnychenko & Zheliaskova, 2021, p. 4), for most educators the necessity to use technologies daily became quite a challenge.

The topic of digital technology implementation in teaching did not seem to be new for educators before the pandemic, for the mere reason that they were supposed to deal with learners of the 21st century, being the children of millennials - zoomers, who are the first generation to be considered digital natives (also known as a net generation) or digitally savvy self-starters born in the early 2010s (Selwyn et al., 2020). In the technology-oriented age and the age of individualism requiring teaching professionals “to strive f or teaching in personalised ways that would promote intrinsic motivation, agency, self-direction, self-regulation, lifelong learning and continuous development in posthuman higher education” (Laskova, 2021), it is fundamental to understand how an educator can strike a balance and encourage sustainable and interdependent learning model, known as Education 4.0 framework (Hussin, 2018) and grow into an individual human learner in the present society being `on the doorstep' of the Fourth Industrial Revolution (or Industry 4.0) (Schwab, 2016), or probably already inside.

Aim and research questions

Hence the question arises if, under such urgent unexpected conditions, there is a correlation between technology use and teacher burnout. In our study, we pose the following research question: Does the necessity to utilize new technologies in the classroom environment make the teachers stressed and influence the development of the burnout syndrome? At the same time, we aim to find out whether the stress and tension turn them into professionals being more motivated and involved in the process of gaining new competencies.

The aim of this article is to examine the immediate impact of the COVID-19 pandemic on teachers being required to use distance/online/hybrid/blended learning technologies on demand (without any personal consent or the possibility to choose the alternative options and modes of teaching) and discuss the possible implications of these impacts on how the educators value the use of technologies in teaching.

Because of the fluidity of the situation, it relies mainly on the information derived from the accessed educational institutions as the pandemic unfolded. These sources frequently changed as the pandemic evolved and may not have remained consistent for future reference. In the light of these limitations, the intention of this article is not to provide a definitive assessment of the impact of technology application on the welfare of the education sector during the pandemic. Rather, it provides a preliminary framework for a closer examination of the urgent problem in responding to the stresses of an unprecedented global crisis.

Methods

Research Design. To reach the research goal, a mixed research methodology has been used. In the quantitative study, the research tool was a questionnaire specifically designed for the purpose of the study. The qualitative part implied the application of a semi-structured interview.

Research sample. The research started in January 2021 and finished at the end of February 2021. The study participants were 140 English language teachers from 18 Polish schools, Silesia region. The participants of the study were divided into four groups according to the number of years of work experience. This provided us with information on whether there is a correlation between the level of burnout and the years in teachers' performance on the job. All the groups were made equal. Each of them consisted of 35 teachers. Group 1 consisted of teachers whose teaching experience is the lowest because they have been working as teachers for less than ten years. Group 2 included these teachers who have been working at schools for 10-15 years. Group 3 included the teachers who have been teachers for 15-20 years. Group 4 consisted of teachers with more than 20 years of experience.

To sum up, work experience of teachers does not appear to stand out as a factor that has a negative impact on the level of burnout in the majority of the teachers covered by our study. All the groups of our respondents indicated a relatively similar level of occupational stress, and there are no significant differences between groups (see Table 1). These findings correlate with the results for Polish teachers from different types of schools in Poland (Korczynski, 2014). No evidence confirming the influence of teachers' age and working experience on professional burnout was obtained. However, quite the contrary findings are presented in the paper by Grayson & Avarez (2007), who carried out a study with educators in Hong Kong. Their findings indicate that the young teachers are more to burnout than their older and more experienced colleagues. Moreover, the aforementioned scientists' findings also correlate with research results obtained by Ozdemir (2007), who studied burnout in European teachers and concluded that young teachers, those with little experience in teaching, are more at higher risk of burnout than the teachers who report more experience. Therefore, we can assume that the years of experience cannot be considered the only or the most salient factor responsible for the development of teacher burnout. This brings us to the conclusion that further and more profound study is necessary.

Table 1. Correlations between the intensity of technology use and the level of burnout in FL teachers

*Source: own research

In our research, we have found that the highest intensity of technology implementation in FL lessons was reported by long-service teachers, whereas the lowest one by the youngest educators. Such results may seem out of the ordinary and in discordance with the commonly held view (the younger the teachers, the more proficient with technology they are, and the more willing they should be to use modern educational innovations in their professional activity), but they correlate with the findings of Iwanicka (2019). Her latest research confirmed that the young generation of teachers, known as cyber natives, does not manifest high digital competencies, or they are rather digitally passive. However, the findings of this study are inconsistent with the ones obtained by Almalki (2020), where it is argued that there is no significant correlation between the teachers' age and the years of experience with the intensity of technology they implement in the classroom.

Since the study has been carried out with Silesia region teachers, it would be reasonable to investigate the geographical, economic, and social factors that might have some impact on the correlation between technology use and the level of burnout in foreign language teachers. Further research could bring about the findings answering the question of whether richer regions in the west of the country experience a similar pattern to that described for Silesia. Furthermore, the scientific endeavours might reveal some interdependence between the subjects taught by teachers, their technological competency, and the level of burnout. We assume that background education might also serve as a significant variable in further studies in the same vein.

Limitations

The results suggest that teachers are generally interested in integrating new technologies in the process of teaching foreign languages. They appreciate the importance and the role they play in the lives of the young generation of learners, especially those who are called "cyber natives”. As our findings show, teachers are open to innovative technologies and ready to learn new things to make lessons appealing and attractive.

However, they seem to be left alone in this process, lacking support from school administration and local communities.

The teachers complained about being lost and anxious because of the fast pace of changes and development of modern educational digital technologies, at the same time, lacking the necessary skills to operate. As a result, even though the teachers are ready to integrate technologies in the classroom, they are vulnerable to technical problems which often occur during the lessons, causing the feeling of disappointment, frustration and anxiety, lowering the efficiency of teachers' professional performance.

With an average teacher's age in Poland of 50 years old, in most cases a female, it can be assumed that the majority of contemporary teachers in Poland had been born before the digital technologies were introduced into schools, resulting in limited knowledge and low technological skills.

Therefore, such teachers need support from professionals, individual and group training aiming to help to cope with technical problems and implement new technologies successfully, without stress and anxiety. Our research shows that teachers lack professional training in the IT field, which might have helped them find out more about the use of technology in their professional activity and how to cope with various technical problems.

Moreover, introducing "teacher hotline" (a particular telephone line or platform for teachers in need) seems to be a good solution when teacher stress and burnout are concerned. Here teachers can call, talk about stress-related problems and receive advice from professional counsellors. This method of helping teachers suffering from stress or facing burnout problems should be seriously considered by local authorities and those responsible for education in Poland on an all-country scale.

To sum up, the professional support for teachers in technology use, better working conditions, and equipping language classrooms with good quality digital devices should serve as the best remedy in the fight against teacher burnout.

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