Exploring Japanese University EFL Teacher Motivation
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Current studies show that it is becoming clear that language teachers give significant importance to learners`` motivation level, interest levels, and attitudes toward their learning. Motivated teachers can have a powerful influence on students` career directions, and positively impact learners` motivations and interests. However, not many studies have been conducted on teachers` motivation. This teachers` motivation research focuses on teachers` career history, job satisfaction levels, and what university English teachers value in their teaching jobs. In this study, the researcher is attempting to explore factors which enhance and affect university English teachers` motivation in detail. It investigates teacher motivation through quantitative research utilizing questionnaires with six Likert scale questions to explore what teachers experience on a daily basis and throughout their teaching career, both inside and outside of their classrooms. It was found that Japanese university EFL teachers tend to seek intrinsic needs and wants such as autonomy, self-growth, and seeing students` growth through daily interaction in English classes. The results suggest that inner psychological aspects of motivation can be a powerful source of motivation. At the same time, they seek job security most among many extrinsic factors. It implies that working conditions, especially hiring conditions regarding the contract, such as whether they are hired as part time or full time, tenured or contract, dynamically affect teachers` motivation when seeing their career as a lifelong career in their profession.
Abstract
Current studies show that it is becoming clear that language teachers give significant importance to learners`` motivation level, interest levels, and attitudes toward their learning. Motivated teachers can have a powerful influence on students` career directions, and positively impact learners` motivations and interests. However, not many studies have been conducted on teachers` motivation. This teachers` motivation research focuses on teachers` career history, job satisfaction levels, and what university English teachers value in their teaching jobs. In this study, the researcher is attempting to explore factors which enhance and affect university English teachers` motivation in detail. It investigates teacher motivation through quantitative research utilizing questionnaires with six Likert scale questions to explore what teachers experience on a daily basis and throughout their teaching career, both inside and outside of their classrooms. It was found that Japanese university EFL teachers tend to seek intrinsic needs and wants such as autonomy, self-growth, and seeing students` growth through daily interaction in English classes. The results suggest that inner psychological aspects of motivation can be a powerful source of motivation. At the same time, they seek job security most among many extrinsic factors. It implies that working conditions, especially hiring conditions regarding the contract, such as whether they are hired as part time or full time, tenured or contract, dynamically affect teachers` motivation when seeing their career as a lifelong career in their profession.
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