Abstract
Although it has been argued that knowledge on initial motivation for choosing teaching as a career is necessary for improving teacher education programmes and teacher education policies, there is a lack of research investigating this issue in the fields of English as a second language (ESL) and English as a foreign language (EFL). Grounded in Watt and Richardson's (2007) Factors Influencing Teaching Choice (FIT Choice) framework, which laid its foundation on expectancy-value theory, this study fills that research gap by examining why EFL teachers chose teaching as a career. Thirty-eight EFL teachers with diverse backgrounds were interviewed. The results indicated that the participants became EFL teachers mainly for complicated, multi-layered reasons. They were attracted to teaching because of its intrinsic career value and its salary. The former refers to the fact that they enjoyed English or that they wanted to become a teacher since childhood. The latter applied to those who were either pleased with the salary or who could strike a balance between work and life, work and study or work and health while earning a competitive salary. Surprisingly, the participants rarely mentioned personal utility value (e.g., job security) as motivation. This study suggests that ESL/EFL teachers require intrinsic and extrinsic motivations to commit to teaching.
Highlights
Understanding initial motivation to become a teacher has been considered an important knowledge base for refining teacher education policies and developing teacher education programmes (Lin et al, 2012)
Numerous studies in general education have investigated this subject and the Asia Pacific Journal of Teacher Education even published a special issue on it (Watt & Richardson, 2012), relevant research was scarce in English as a second language (ESL) and English as a foreign language (EFL)
Given that there is a lack of studies on this neglected but important subject, the present study intends to further the knowledge of this field, focusing on EFL teachers in Taiwan
Summary
Understanding initial motivation to become a teacher has been considered an important knowledge base for refining teacher education policies and developing teacher education programmes (Lin et al, 2012). Numerous studies in general education have investigated this subject and the Asia Pacific Journal of Teacher Education even published a special issue on it (Watt & Richardson, 2012), relevant research was scarce in English as a second language (ESL) and English as a foreign language (EFL). Given that there is a lack of studies on this neglected but important subject, the present study intends to further the knowledge of this field, focusing on EFL teachers in Taiwan. Applying Watt and Richardson’s (2007) Factors Influencing Teaching Choice framework (FITChoice framework), this study examined 38 EFL teachers’ lives to understand their motivation in becoming English teachers. Results indicated that the intrinsic career values and competitive salary were the primary factors that attracted these participants to become teachers.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
