Emotional Dynamics and Burnout Risk among Digital Immigrant EFL Teachers Amid Curriculum Change Uncertainty

Aurel Ayu Andhani; Muhammad Amin; Mahyuni Mahyuni

doi:10.51276/edu.v7i1.1544

Authors

Aurel Ayu Andhani Universitas Mataram
Muhammad Amin Universitas Mataram
Mahyuni Mahyuni Universitas Mataram

DOI:

https://doi.org/10.51276/edu.v7i1.1544

Keywords:

Burnout, Curriculum Change, Digital Immigrant Teachers, EFL , Emotional Responses

Abstract

This study examines how Digital Immigrant English as a Foreign Language (EFL) teachers experience emotions and the potential for burnout when facing uncertainty during curriculum changes. It aims to understand how they react emotionally, how uncertainty affects their teaching performance, and how it relates to burnout. Using an embedded mixed-methods approach, 32 teachers participated by completing a Likert-scale questionnaire and giving open-ended comments. The quantitative data were summarized through descriptive statistics and Spearman's rho correlation, while the qualitative answers were analyzed thematically. The results show that most teachers felt hopeful, yet many also admitted feeling anxious and frustrated due to unclear policies and heavy administrative work. Even though their confidence in teaching stayed high, their motivation and classroom practices were sometimes affected. The analysis revealed a fairly strong positive link (r = .682, p < .001) between curriculum uncertainty and burnout, with most participants reporting low to moderate emotional exhaustion. These findings highlight the need for clearer curriculum guidance and stronger institutional support to help teachers manage emotional demands during curriculum transitions.

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Author Biographies

Aurel Ayu Andhani, Universitas Mataram

Was born in Mataram city, 28 July 2002, graduated with a Bachelor's degree (S1) in English Education from the University of Mataram (UNRAM), Faculty of Teacher Training and Education (FKIP). Her academic interests include teacher emotions, curriculum reform, and EFL teaching practices.

Muhammad Amin, Universitas Mataram

Was born in Indonesia, 29 August 1970. Associate Professor at Universitas Mataram (UNRAM). Earned a Bachelor's degree in English Language Teaching from IKIP Mataram (now UNDIKMA), a Master of TESOL from The University of Melbourne (Australia), and a Doctorate from Universitas Negeri Malang, Research interests: teacher professional development, curriculum development, and foreign language learning strategies.

Mahyuni Mahyuni, Universitas Mataram

Was born in Ganti, Central Lombok, 31 December 1963. Professor in Applied Linguistics at Universitas Mataram (UNRAM). Completed Bachelor’s degree in English Education at Universitas Mataram, Master’s degree in Discourse and Language Education at Macquarie University (Australia), and Ph.D. in Linguistics and Applied Linguistics at The University of Melbourne (Australia). Research interests: language and culture, language and social change, discourse, and Critical Discourse Analysis (CDA).

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