Factors Affecting EFL Teacher Motivation

Abstract

Although it has been suggested that motivated teachers would be more dedicated and effective in teaching/learning process, further studies need to carried out to highlight this issue. Thus, the current study investigated the factors that affect the motivation of foreign language teachers. The study applied a qualitative design with a purposeful sample of 117 English of Foreign Language (EFL) instructors working at a School of Foreign Languages, at a state university in Turkey. Participants were asked to write down and briefly explain the factors that affect their motivation positively and negatively. Content analysis was applied to determine themes from the data. Data was categorized considering the factors affecting teacher motivation reported in the related literature. Results revealed that EFL teachers’ motivation is affected by various factors including the teaching environment, the workplace, collegial relations, and students.

Keywords

• Teacher,motivation,foreign language teaching

Yabancı Dil olarak İngilizce Öğretmenlerinin Motivasyonunu Etkileyen Faktörler

Öz

Motivasyon sahibi öğretmenlerin öğretme/öğrenme sürecinde, daha etkili olacakları bilinmesine rağmen, bu konuda daha fazla çalımaya ihtiyaç duyulmaktadır. Bu nedenle, bu çalışma yabancı dil öğretmenlerinin motivasyonunu etkileyen faktörleri incelemeyi amaçlamıştır. Bu çalışma nitel bir yöntem kullanarak Türkiye’deki bir devlet üniversitesinde bulunan bir Yabancı Diller Yüksekokulu’nda İngilizce Öğretmeni olarak çalışan 117 katılımcıyla gerçekleştirilmiştir. Katılımcılardan İngilizce öğretmeni olarak motivasyonlarını olumlu ve olumsuz etkileyen faktörleri yazmaları ve bunları kısaca açıklamaları istenmiştir. Verilen cevaplardan ortaya çıkan temaları belirlemek için içerik analizi uygulanmıştır. Veriler literatürde yer alan, öğretmenlerin motivasyonunu etkileyen faktörler dikkate alınarak gruplanmıştır. Yabancı Dil olarak İngilizce öğretmenlerinin motivasyonunu etkileyen faktörler arasında öğretim ortamı, çalışma ortamı, meslektaşlar arası iletişim ve öğrenciler gibi faktörler bulunmuştur.

Anahtar Kelimeler

• Öğretmen,motivasyon,yabancı dil öğretimi

References

1. Bishay, A. (1996). Teacher motivation and job satisfaction: a study employing the experience sampling method.Journal of Undergraduate Sciences, 3(3),147-154.
2. Cresswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. (Pearson New International Edition). USA: Pearson Education Limited.
3. Dinham, S & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379–396. doi.10.1108/09578230010373633
4. Dörnyei, Z. (2001a). Motivational Strategies in the Language Classroom. Cambridge University Press.
5. Dörnyei, Z. (2001b). Teaching and researching motivation. Essex: Pearson Education Limited.
6. Hettiarachchi, S. (2013). English language teacher motivation in Sri Lankan public schools. Journal of Language Teaching and Research, 4(1), 1-11. doi: 10.4304/jltr.4.1.1-11
7. Johnson, C. R. (2000). Factors influencing motivation and de-motivation in Mexican EFL teachers. Retrieved from the ERIC database. (ED459605)
8. Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp.213–237). Honolulu: University of Hawaii Press. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT%20Values,%20rewards,%20and%20job%20satisfaction.pdf

9. Montalvo, G. P., Mansfield, E. A., & Miller, R. B. (2007). Liking or disliking the teacher: Student motivation, engagement and achievement. Evaluation & Research in Education, 20(3), 144-158. doi: 10.2167/eri406.0
10. Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers. Educational Management, Administration and Leadership, 37 (5), 574-599. doi: 10.1177/1741143209339651
11. Oga-Baldwin, W. & Praver, M. (2007). The motivated language teacher: Work satisfaction in a Japanese context. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT. Retrieved from http://jalt-publications.org/archive/proceedings/2007/E049.pdf
12. Öztürk, E. (2015). A Qualitative study on the motivation of Turkish EFL teachers working at state universities.Journal of Theory and Practice in Education
13. Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. USA: Sage Publications
14. Pennington, M. C. (1995). Work satisfaction, motivation and commitment in English as a second language. Retrieved from the ERIC database. (ED404850)
15. Praver, M. & Oga-Baldwin, W. (2008). What motivates language teachers: Investigating work satisfaction and second language pedagogy. Polyglossia, 14, 1-8. Retrieved from http://www.apu.ac.jp/rcaps/uploads/fckeditor/publications/polyglossia/Polyglossia_V14_Max_William. pdf
16. Ryan, R. M. & E. L. Deci. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-64. doi:10.1006/ceps.1999.1020
17. Ryan, R. M. & E. L. Deci. (2000b). Self-Determination Theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55 (1), 68-78. doi: 10.1037110003-066X.55.1.68
18. Sarıçoban, A. & G. Mengü (2008). Motivational characteristics of foreign language teachers. Cankaya University Journal of Arts and Sciences, 9, 65-74. Retrievedfrom http://dergipark.ulakbim.gov.tr/cankujas/article/view/5000004467/5000004977
19. Williams, M. & R. L. Burden (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.