FROM STRESS TO SUCCESS: OVERCOMING MENTAL HEALTH CHALLENGES FOR TEACHERS WORKING WITH SLOW LEARNERS



Authors (s)


(1) * Ifan Ali Alfatani   (Institut Sayyid Muhammad Alawi Al Maliki Bondowoso)  
        Indonesia
(2)  Mowafg Masuwd   (University of Zawia, Libya)  
        Libya
(3)  Erfan Habibi   (Institut Sayyid Muhammad Alawi Al Maliki Bondowoso)  
        Indonesia
(4)  Nuri Firdausiah   (Institut Sayyid Muhammad Alawi Al Maliki Bondowoso)  
        Indonesia
(5)  Mohammad Samsul Arifin   (Institut Sayyid Muhammad Alawi Al Maliki Bondowoso)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to analyze the mental health challenges faced by teachers teaching slow learners at Madrasah Ibtidaiyah Nurul Huda Bondowoso and identify effective strategies for addressing them. A qualitative case study approach was used, using in-depth interviews, classroom observations, and analysis of school policy documents. The results indicate that teachers face high levels of emotional distress and stress due to the demands of adapting teaching methods to students' individual needs. While the Madrasah provides emotional and psychological support through counseling services and stress management training, barriers to seeking psychological help remain, including stigma. Collaboration between teachers, parents, and specialists has been shown to improve teaching effectiveness and student well-being. Furthermore, the implementation of adaptive teaching methods plays a significant role in reducing teacher stress levels and increasing slow learner engagement and learning outcomes. In conclusion, holistic support encompassing emotional, social, and pedagogical aspects is necessary to maintain teacher mental health and improve the quality of inclusive education in Madrasahs.

Keywords

Teacher Mental Health, Slow Learners, Emotional Support, School-Parent Collaboration, Adaptive Teaching Methods.



Full Text: PDF



References


Alemu, A. (2024). Challenges and Prospects: Understanding Teachers’ Attitudes towards the Teaching Profession in Ethiopia. Social Sciences and Humanities Open, 10(April), 100933. https://doi.org/10.1016/j.ssaho.2024.100933

Aurora, M., Whitehead, H., Mostafa, L., Wolf, S., Kembou, S., Ogan, A., & Jasińska, K. (2024). Parental factors, learning-related skills and academic skills in rural Côte d’Ivoire. Journal of Applied Developmental Psychology, 92(September 2023). https://doi.org/10.1016/j.appdev.2024.101652

Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2024). The evaluation of an educational game to promote pre-service teachers’ self-regulated learning. Entertainment Computing, 52(April 2024). https://doi.org/10.1016/j.entcom.2024.100836

Chen, F., Wang, X., & Gao, Y. (2024). EFL teachers’ burnout in technology enhanced instructions setting: The role of personality traits and psychological capital. Acta Psychologica, 249(May), 104461. https://doi.org/10.1016/j.actpsy.2024.104461

Council, N., & Boards, S. (2022). The NCSBN 2022 Environmental Scan: Resiliency, Achievement, and Public Protection. Journal of Nursing Regulation, 12(4), S1–S56. https://doi.org/10.1016/S2155-8256(22)00015-1

Deroncele-Acosta, A., Rojas-Vistorte, A. O., Sartor-Harada, A., Ulloa-Guerra, O., López-Mustelier, R., & Cruzata-Martínez, A. (2024). Positive mental health of Latin American university professors: A scientific framework for intervention and improvement. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24813

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71(March). https://doi.org/10.1016/j.ijinfomgt.2023.102642

Goosen, R., & Steenkamp, G. (2023). Activating accounting students’ decision-making skills through a reflective self-assessment workshop on learning styles. International Journal of Management Education, 21(3), 100858. https://doi.org/10.1016/j.ijme.2023.100858

Hölscher, S. I. E., Gharaei, N., Schachner, M. K., Ott, P. K., & Umlauft, S. (2024). Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms. Teaching and Teacher Education, 138(December 2023). https://doi.org/10.1016/j.tate.2023.104425

Holzer, J., Grützmacher, L., Lüftenegger, M., Prenzel, M., & Schober, B. (2024). Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools. Learning and Instruction, 92(April 2023), 101926. https://doi.org/10.1016/j.learninstruc.2024.101926

Jean DeFeo, D., Dogbey-Gakpetor, J., Duffield, S., & Tran, T. C. (2024). The impact of disrupted in-person student teaching on preservice teachers’ perceptions of preparedness. Teaching and Teacher Education, 142(March), 104546. https://doi.org/10.1016/j.tate.2024.104546

Jones, M., Cinelli, R. L., & Gallagher, M. (2024). “Voices on the ground”: Solomon Islands teachers’ perceptions of hosting an Australian pre-service teacher education program. International Journal of Educational Research, 124(October 2022), 102317. https://doi.org/10.1016/j.ijer.2024.102317

Kar, B., & Sarkar, B. K. (2024). Changes in mental health of Indian students due to online classes during COVID-19 pandemic. Procedia Computer Science, 235, 2452–2465. https://doi.org/10.1016/j.procs.2024.04.231

Katz, I., & Moè, A. (2024). Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown. Teaching and Teacher Education, 148(May). https://doi.org/10.1016/j.tate.2024.104706

Koech, M. J., Mwangi, J., Kithaka, B., Kimaru, S., Kusu, N., Munyi, L., Chahonyo, S., & Makokha, F. (2024). Effects of stigma on quality of life of cancer survivors: Preliminary evidence from a survivorship programme in Kenya. Heliyon, 10(9), e30165. https://doi.org/10.1016/j.heliyon.2024.e30165

Kovács, K., Oláh, Á. J., & Pusztai, G. (2024). The role of parental involvement in academic and sports achievement. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24290

Le, T. T., & Pham, T. T. (2024). Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes. Ampersand, 13(March), 100183. https://doi.org/10.1016/j.amper.2024.100183

Liu, Z., Gao, Y., Yang, Y., Kong, X., & Zhao, L. (2024). Exploring the influence of students’ perceptions of face-to-face collaboration on cognitive engagement and learning outcomes in collaborative programming. Acta Psychologica, 248(May), 104393. https://doi.org/10.1016/j.actpsy.2024.104393

Luo, Z., & Li, H. (2024). Competence, preparation, and relaxation: Contributing factors to EFL student teachers’ self-efficacy and teaching performance in microteaching training. Heliyon, 10(4), e26216. https://doi.org/10.1016/j.heliyon.2024.e26216

Ma, Y., & Liu, Z. (2024). Emotion regulation and well-being as factors contributing to lessening burnout among Chinese EFL teachers. Acta Psychologica, 245(March), 104219. https://doi.org/10.1016/j.actpsy.2024.104219

Mannila, L., Leinonen, T., Bauters, M., & Veermans, M. (2023). Student and teacher co-agency when combining CT with arts and design in a cross-curricular project. Computers and Education Open, 4(February), 100132. https://doi.org/10.1016/j.caeo.2023.100132

McLoughlin, C., McWhirter, L., Pisegna, K., Tijssen, M. A. J., Tak, L. M., Carson, A., & Stone, J. (2024). Stigma in functional neurological disorder (FND) – A systematic review. Clinical Psychology Review, 112(June). https://doi.org/10.1016/j.cpr.2024.102460

Muhajir, A., Naim, N., Fitri, A. Z., & Safi’i, A. (2020). Approach to the development of multicultural education curriculum in darul hikmah modern Islamic boarding school Tulungagung, Indonesia. Universal Journal of Educational Research, 8(5), 1842–1847.

Orr, S., & Lavy, S. (2024). Social and Emotional Learning : Research , Practice , and Policy Teaching who you are : Preliminary findings linking teachers ’ and students ’ social-emotional skills. Social and Emotional Learning: Research, Practice, and Policy, 4(August), 100062. https://doi.org/10.1016/j.sel.2024.100062

Ramesh, R., Jenitha, J., & SK, S. (2023). Implication Of Promoting Slow Learners In English Language Teaching: A Review. Journal of Namibian Studies: History Politics Culture, 35, 2157–2167.

Rodriguez, V., Rojas, N. M., Rabadi-Raol, A., Souto-Manning, M. V., & Brotman, L. M. (2022). Silent expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during Covid-19 and beyond. Early Childhood Research Quarterly, 60, 80–95. https://doi.org/10.1016/j.ecresq.2021.12.006

Sabatino, D. C., & Szachnowicz, B. A. (2020). Trainee Posters Presented at the 121st Virtual Annual Meeting of the American Association of Colleges of Pharmacy, July 13-31, 2020. American journal of pharmaceutical education, 84(6), ajpe8221. https://doi.org/10.5688/ajpe8221

Sadraei, F. S., Ebrahimi, Z., & Xodabande, I. (2024). Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers’ well-being. Heliyon, 10(16), e36444. https://doi.org/10.1016/j.heliyon.2024.e36444

Saha, M. (2023). English teachers’ attitudes towards learners: Effects on the rural pedagogies in Bangladesh. Ampersand, 10(February 2022). https://doi.org/10.1016/j.amper.2022.100107

Schenzle, S., & Schultz, J. H. (2024). “Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon. Teaching and Teacher Education, 139(June 2022), 104416. https://doi.org/10.1016/j.tate.2023.104416

Shankland, R., Haag, P., Tessier, D., Buchs, C., El-Jor, C., & Mazza, S. (2024). Review of the effects of social and emotional learning on mental health and academic outcomes: The role of teacher training and supportive interactions. Journal of Epidemiology and Population Health, 72(3), 202750. https://doi.org/10.1016/j.jeph.2024.202750

Sikström, P., Valentini, C., Sivunen, A., & Kärkkäinen, T. (2024). Pedagogical agents communicating and scaffolding students’ learning: High school teachers’ and students’ perspectives. Computers and Education, 222(February). https://doi.org/10.1016/j.compedu.2024.105140

Tseer, T., Ngmenkpieo, F., & Damwah, A. K. (2024a). Unpacking the dynamics of educational access and teacher wellbeing in Ghana’s free senior high school policy. Social Sciences and Humanities Open, 10(May), 100984. https://doi.org/10.1016/j.ssaho.2024.100984

Tseer, T., Ngmenkpieo, F., & Damwah, A. K. (2024b). Unpacking the dynamics of educational access and teacher wellbeing in Ghana’s free senior high school policy. Social Sciences and Humanities Open, 10(June), 100984. https://doi.org/10.1016/j.ssaho.2024.100984

Vollmer, H. (2024). Accounting , Organizations and Society Accounting and the shifting spheres : The economic , the public , the planet ☆. Accounting, Organizations and Society, 113(August), 101574. https://doi.org/10.1016/j.aos.2024.101574

Wilson, D. H., Sarche, M., Ricker, A., Krienke, L. K., & Brockie N., T. (2024). Engagement with reservation-based Head Start teachers to explore their stress and coping: A qualitative study. Archives of Psychiatric Nursing, 51(February 2023), 246–258. https://doi.org/10.1016/j.apnu.2024.06.008

Zhang, J., Chen, Y., Xu, Y., & Li, Y. (2024). Hindrance stressors and turnover intentions among preschool teachers: The mediating role of work engagement and the moderating effect of meaningful work. Heliyon, 10(15), e35366. https://doi.org/10.1016/j.heliyon.2024.e35366




Refbacks

  • There are currently no refbacks.


Copyright (c) 2025/10/20 Alfatani