scholarly journals The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction

2019 ◽  
Vol 6 (1) ◽  
pp. 1685353 ◽  
Author(s):  
Shima Abedi Ostad ◽  
Afsaneh Ghanizadeh ◽  
Maryam Ghanizadeh ◽  
Tzu-Bin Lin
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Efl Teachers ◽  
Teaching Commitment

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

Professional identity and turnover intentions of social workers in Beijing, China: The roles of job satisfaction and agency type

2017 ◽  
Vol 62 (1) ◽  
pp. 146-160 ◽  
Author(s):  
Haiyan Jiang ◽  
Yean Wang ◽  
Ernest Chui ◽  
Yuebin Xu
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Social Workers ◽  
Social Identity Theory ◽  
Structural Equation ◽  
Turnover Rate ◽  
Turnover Intentions ◽  
Public Image ◽  
Image Construction ◽  
Work Education

In order to address the ascending turnover rate among social workers in China, this article presents the idea, based on social identity theory, that professional identity is an important factor influencing turnover rate. Employing structural equation modelling (SEM) techniques, the study found that professional identity was negatively associated with social workers’ turnover intentions, and that social workers’ job satisfaction mediated the relationship between professional identity and their turnover intentions. The findings suggest that more work needs to be done on social work education and public image construction in China.

scholarly journals Negotiating TESOL Discourses and EFL Teaching Contexts in China: Identities and Practices of International Graduates of a TESOL Program

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Roumiana Ilieva ◽  
Aojun Li ◽  
Wanjun Li
Keyword(s):  
Professional Identity ◽  
Identity Negotiation ◽  
Third Space ◽  
Professional Identities ◽  
Efl Teachers ◽  
International Graduates ◽  
Study Participants ◽  
Globalized World ◽  
Professional Contexts ◽  
Principal Researcher

This article reports on a study of the material effects of the discourses circulating in a TESOL program housed in a Canadian university on the professional identities and practices that international graduates of the program negotiate and develop in their local professional contexts in China. The principal researcher and two of the study participants discuss pedagogical values salient among program graduates and explore complexities accompanying professional identity negotiation. The article offers recommendations for TESOL programs in affording EFL teachers the possibility to construct hybrid professional identities and dwell comfortably in a “third space” as educational practitioners in a globalized world.

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