Puttachart Limsirsruangrai, Jansuda Boontree
Teacher burnout creates problems for all involved in the learning process and symptoms manifest in many forms. Teacher burnout has been extensively researched; however, strategies to avoid or minimized burnout experienced by online Thai teachers during the COVID-19 crisis are miniscule. The objective of this study seeks to investigate strategies used by Business English (BE) teachers at Buriram Rajabhat University (BRU) while switching from inperson to online instruction during the COVID-19 pandemic to prevent or mitigate burnout. Fifteen BE teachers participated and completed a self-assessment questionnaire with 18 five-point Likert Scale questions ranging from one to five, adapted from MacIntyre et al. (2020). Statistics utilized in data analysis were percentage, mean, and standard deviation. The findings showed that there are six strategies that have a statistical significance higher than M=4.40 and are active coping: concentrating efforts on doing something about the situation and taking action to try to make it better (M=4.60), relationships: developing good relationships with students (M=4.60), positive reframing: seeing the situation from a different more affirming light; seeking something good in it (M=4.46), goals: setting reasonable goals (M=4.46), time management: being a better time manager (M=4.40), and acceptance: acknowledging the reality of the situation and learning to cope with it (M=4.40), respectively. More positive strategies were used which conforms with Maslow's Hierarchy of Needs (1954). Findings indicated that training and social supports should be provided to mitigate burnout.
Proceedings of 2nd Language, Society and Culture International Conference (LSCIC 2021)