Abstract
Australia has been facing an acute teacher shortage in the past decade. Many immigrant teachers were attracted to and landed in Australia as skilled labours. These highly-skilled talents have been facing hurdles both inside and outside the classroom. Some hurdles include difficulties in getting their qualifications accredited and recognised, discrepancies in classroom management and practices, as well as racism and discrimination. These factors, coupled with anxiety and depression, hampered them to continue their teaching career at their new home. Currently, there are a few research gaps in understanding immigrant teachers' career choices: unhelpful experience in portraying immigrant teachers as outsiders, incapability in examining factors influencing immigrant teachers' career choices diachronically and neglecting the change of immigrant teachers' self-perception from a ‘brain gain' to ‘brain drain'. This literature review aims at pointing out why self-efficacy in the Social Cognitive Career Theory is an essential guide to examine immigrant teachers' career choices and hence provide insight on solving the teacher shortage problem. Self-efficacy determines whether immigrant teachers are ready to enter or persist in a teaching career before taking action by examining how they postulate their professional development and career trajectories. It can investigate how different contextual and personal factors postulate their self-belief in restarting their teaching career successfully or failingly. Therefore, by examining the interplay between these contextual factors and how these contextual factors influence immigrant teachers' self-belief, it can provide insight on how to curb the teacher retainment problem effectively.
Highlights
Australia has started importing teachers six decades ago.Teachers from countries like the U.K., the U.S.A., India and Pacific nations, including but not limited to HongKong and China are imported to solve the shortage problem created by the retirement of baby boomers [1,2].Immigrant teachers, sometimes called internationally-educated teachers or overseas-trained teachers, are often categorised into the teachers with nativeEnglish speaking background (‘NEST’) and teachers from culturally and linguistically diverse as non-English speaking backgrounds (‘CALD/ NESB’) [3]
This literature review targets at pointing out how self-efficacy displays its value in interpreting immigrant teachers’ career choices as a complex web of relationship between cultural, social and economic elements together with individual’s prior experiences [23,24]. It first begins with the importance of self-efficacy in career choices in an attempt to understand how contextual factors can influence an individual’s self-belief in postulating his/her success or failure in his/her career
Self-efficacy was first introduced by Bandura in 1986 and has remained the heart of social cognitive theory [25,26]
Summary
Australia has started importing teachers six decades ago. Teachers from countries like the U.K., the U.S.A., India and Pacific nations, including but not limited to Hong. This literature review targets at pointing out how self-efficacy displays its value in interpreting immigrant teachers’ career choices as a complex web of relationship between cultural, social and economic elements together with individual’s prior experiences [23,24]. It first begins with the importance of self-efficacy in career choices in an attempt to understand how contextual factors can influence an individual’s self-belief in postulating his/her success or failure in his/her career. It is hoped that these studies can cast a light on a better way to utilise and retain those imported human resources
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