Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation

Di Wang,Lawrence Jun Zhang

doi:10.3390/su13052698

Di Wang, Lawrence Jun Zhang

Open Access

https://doi.org/10.3390/su13052698

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Abstract

With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.

Highlights

Accepted: 26 February 2021As China continues to develop at a fast pace, the number of students learning Chinese as a second or foreign language (CSL/CFL) has increased
Since this study focuses on retaining the workforce of CSL/CFL teachers, it is necessary to put our research in the context of teacher education in China and review the literature on Chinese teachers’ job motivation
We found that preservice Chinese language teachers care most about extrinsic factors, such as the household registration, salaries, the stability of the job, and the opportunity for future development

Summary

Introduction

Accepted: 26 February 2021As China continues to develop at a fast pace, the number of students learning Chinese as a second or foreign language (CSL/CFL) has increased. Language Education Conference, it was reported that there are over 25 million Chinese learners across the world [1], in contrast to just 13,000 in 2006 [2]. Such rapid growth has created increased demand for CSL/CFL teachers. About 20 years ago, under half of the students interested in learning Chinese enjoyed access to Chinese lessons, due to the limited number of qualified CSL/CFL teachers [3]. This situation has not improved in recent years. It was reported that, at the end of 2018, there were 47,000 full-time and part-time

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