Psychological stress among university english teachers: causes and coping strategies

Abstract Background University English Teachers, in the current educational landscape, face a unique set of professional challenges. They are responsible for high-volume foundational teaching, while simultaneously being evaluated based on research output. Existing research on teacher stress often lacks a focused investigation into the specific pressures confronting this particular group, especially regarding role conflict and emotional labor. Therefore, this study aims to systematically explore the core causes of psychological stress among UETs and to evaluate the practical effectiveness of different coping strategies. The findings are intended to provide empirical evidence and actionable recommendations for enhancing their well-being. Methods A mixed-methods design was employed. First, a questionnaire survey was administered to 150 UETs from five universities, with 138 valid responses collected. The questionnaire measured stress levels across four dimensions: Workload, Role Conflict, Career Development Anxiety, and Student Factors, using a 5-point Likert scale. It also investigated the frequency and perceived effectiveness of eight common coping strategies. Data were analyzed using SPSS 23. 0 for descriptive statistics and ANOVA. Subsequently, qualitative interviews were conducted. Based on questionnaire scores, 12 teachers were selected for in-depth interviews to explore the reasons behind their stress experiences and strategy choices. Interview transcripts were coded and analyzed thematically using Nvivo 10. 0. Results Quantitative data indicated a moderately high overall stress level (M = 3.85, SD = 0.73). Among the dimensions, Role Conflict was the most prominent stressor (M = 4.20, SD = 0.59), characterized by high scores on items like balancing teaching and research (M = 4.35) and feeling professionally undervalued (M = 4.05). Workload (M = 3.95, SD = 0.64) and Career Development Anxiety (M = 3.72, SD = 0.68) followed. ANOVA revealed that mid-career teachers experienced significantly higher Role Conflict stress than other groups (p.01). Regarding coping strategies, Colleague Support (Effectiveness M = 4.08) and Physical Exercise (Effectiveness M = 3.95) were rated as most effective. Avoidance was perceived as the least effective strategy (Effectiveness M = 2.10). Qualitative analysis yielded three key themes. First, Lack of Professional Value: many interviewees felt their teaching work was marginalized within the institutional appraisal system. Second, Emotional Exhaustion: teachers reported constant emotional management in class, leading to psychological drain. Third, Strategic Divergence: teachers who practiced time management and set work-life boundaries demonstrated significantly better resilience. To address these issues, institutions should optimize their evaluation systems, establish teaching-focused career tracks, and organize faculty support groups. At the individual level, educators should prioritize proactive strategies such as seeking help and healthy coping mechanisms, while avoiding passive avoidance tactics. Discussion This study systematically identifies the complex causes of stress among UETs, with Role Conflict at its core. This finding suggests that stress management is not merely an individual responsibility but requires institutional responses. At the strategic level, empirical evidence indicates that “proactive support” and “healthy coping” strategies significantly outperform passive avoidance approaches, providing clear behavioral guidance for teachers’ self-regulation. Future research may track the dynamic changes in stress and evaluate the effectiveness of specific intervention measures.