Motivation Status of EFL Instructors At Higher Education Institutions

Year 2022, Volume: 4 Issue: 2, 19 - 29, 31.08.2022

Aylin Yardımcı , Arif Sarıçoban

https://doi.org/10.47806/ijesacademic.1126836

Abstract

Motivation, which is important in teaching, has a positive or bad impact on the teacher's performance, which is reflected in student learning as a result of the fact that teacher qualifications are intimately linked to the quality of teaching. The aim of this study is to examine the motivational status of foreign language instructors working at higher education institutions in Turkey based on their reasons for choosing the profession of teaching, their contentment with it, their self-efficacy beliefs, and student characteristics. A qualitative case study research method was adopted for the research and the data was collected through interviews via Google forms used in a similar study in a different discipline (Tünkler, 2021). It was aimed to shed light on the motivation status of EFL instructors on foreign language teaching. The results show that foreign language instructors are found to be satisfied with their professions and have self-efficacy skills for foreign language teaching. Additionally, their motivation level showed positive correlation with their students’ motivation level and skills.

Keywords

Motivation, self-efficacy, foreign language teaching.

Thanks

Bu çalışma LALTS: INTERNATIONAL CONFERENCE ON ENGLISH LITERATURE APPLIED LINGUISTICS AND TRANSLATION STUDIES adlı konferansta özet bildiri olarak sunulmuştur.

References

• Amengual Pizarro, M., & García Laborda, J. (2017). Choosing teaching English as a profession in Primary Education contexts. Ensayos: revista de la Escuela Universitaria de Formación del Profesorado de Albacete.
• Arslan, G. (2021). Teacher motivation in online teaching: A case study of EFL instructors Innovational Research in ELT, 2(2), 35-46. doi: 10.29329/irelt.2021.416.3
• Bastick, T. (2000). Why teacher trainees choose the teaching profession: Comparing trainees in metropolitan and developing countries. International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue Internationale de l'Education, 46(3/4), 343-349.
• Csaba, K. (2018). EFL teachers’ motivation and motivational impact in corporate contexts. Journal of Adult Learning, Knowledge and Innovation, 2(1), 33-47.
• Cherry, K. (2022). Maslow's hierarchy of needs. Verywell Mind. https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760#citation-1
• Çankaya, P. (2018). The exploration of the self-efficacy beliefs of English language teachers and student teachers. Journal of Language and Linguistic Studies, 14(3), 12-23.
• Demiröz, H., & Yeşilyurt, S. (2012). Teaching Motivation of ELT Instructors through Goal Orientation Perspective/Amaca Yönelim Bakış Açısı ile İngilizce Okutmanlarının Öğretme Motivasyonları. e-Uluslararası Eğitim Araştırmaları Dergisi, 3(2), 1-12.
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
• Guajardo, J. (2011). Teacher motivation: Theoretical framework, situation analysis of Save the Children country offices, and recommended strategies. Washington, DC: Save the Children. Retrieved on December, 27, 2016.
• İpek, H.., & Kanatlar, M. (2018). Factors affecting EFL teacher motivation. Eğitimde Nitel Araştırmalar Dergisi, 6(2), 25-41.
• Kapur, R. Teacher Motivation: A Key Factor for School Improvement. https://www.researchgate.net/publication/333641946_Teacher_Motivation_A_Key_Factor_for_School_Improvement
• Kaski, H. (2009). English language teachers' job satisfaction in upper secondary schools in Finland.
• Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370.
• Noori, N., Fatemi, M. A., & Najjari, H. (2014). The relationship between EFL teachers’ motivation and job satisfaction in Mashhad language institutions. Open Access Library Journal, 1(7), 1-14.
• Pennington, M. C. (1991). Work satisfaction and the ESL profession. Language, Culture and Curriculum, 4(1), 59-86.
• Pratt, C., Zaier, A., & Wang, Y. (2021). Foreign Language Teachers’ Self-efficacy Beliefs and Perspectives about Maintaining Their Students’ Interest. Journal of Language Teaching and Research, 12(1), 12-22.
• Praver, M., & Oga-Baldwin, W. (2008). What motivates language teachers: Investigating work satisfaction and second language pedagogy. Polyglossia, 14(2), 1-8.
• Sahakyan, T., Lamb, M., Chambers, G., Mercer, S., & Kostoulas, A. (2018). Language teacher motivation: From the ideal to the feasible self. Language teacher psychology, 53-70.
• Sardana, V., Verma, S., & Singhania, S. (2021). Motivational Factors that Influence Choosing Teaching as a Career: A FIT-Choice Study of Preservice and Inservice Teachers in India. Üniversitepark Bülten/Universitepark Bulletin, 10(2), 157-171.
• ŞENER, B., ERTEM, İ. S., & Ahmet, M. E. Ç. (2020). Online teaching experiences of ELT instructors. Journal of Educational Technology and Online Learning, 3(3), 340-362.
• Taylor, F. (2013). Listening to Romanian teenagers: Lessons in motivation and ELT methodology. In International perspectives on motivation (pp. 35-59). Palgrave Macmillan, London.
• Tünkler, V. (2021). Motivation status of social studies teachers. Egitim ve Bilim, 46(207).
• Uştuk, Ö. (2018). Turkish EFL Instructors’ Perceived Importance of Motivational Strategies: A Descriptive Study. Journal of Foreign Language Education and Technology, 3(1), 215-233.
• Utomo, H. B. (2018). Teacher motivation behavior: The importance of personal expectations, need satisfaction, and work climate. International Journal of Pedagogy and Teacher Education, 2(2), 333-342.
• Wyatt, M., & Dikilitaş, K. (2021). English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. The Language Learning Journal, 49(5), 541-553.