FACTORS CAUSING ENGLISH SPEAKING STRESS AMONG PRIMARY SCHOOL TEACHERS IN LAHORE, PAKISTAN

Abstract

This study investigates the factors causing English speaking stress among primary school teachers in Lahore, Pakistan. The researcher utilized a mixed-method approach, as it combines quantitative data from a questionnaire by administering 100 primary school teachers with qualitative insights from semi-structured interviews with 10 selected participants from 100 primary school teachers. 100 primary school teachers’ data was collected from 10 private school and these schools were divided into two groups, Elitist and Non Elitist School. 50 teachers from Elitist school and 50 were from non-Elitist school. I used SPSS to find the beliefs of teachers and in SPSS; t-test has been utilized to compare the mean of beliefs of teachers and factors of stress by groups of school. For analysis of semi-structured interview, thematic analysis has been used to analyze the factors that cause stress to primary school teachers in terms English speaking proficiency. The findings reveal a complex interplay of  linguistic (limited vocabulary, grammatical errors, and pronunciation difficulties) which significantly impact teachers' confidence and classroom performance. Social factors, such as the fear of being judged by students, parents, and colleagues, further intensify stress levels. Additionally, personal factors such as teachers’ belief regarding language proficiency, particularly among non-native speakers, contribute to feelings of inadequacy and self-doubt. This study highlighted the need for targeted professional development programs to enhance teachers' English language skills and foster supportive learning environments. For this, researcher give some recommendations that are organizing workshops, implementing mentorship programs, and promoting the use of English as the primary language of instruction. By addressing these multifaceted challenges, educational stakeholders can create an environment that supports teacher development, ultimately benefiting both educators and their students.