Reducing the rate of attrition among Chinese English teachers: the role of professional identity and self-efficacy

HONGWU YANG; AIGUI WANG

doi:10.30827/portalin.vi2023c.29650

Autores/as

HONGWU YANG SUZHOU UNIVERSITY OF SCIENCE AND TECHNOLOGY, CHINA https://orcid.org/0009-0006-1401-451X
AIGUI WANG SUZHOU UNIVERSITY OF SCIENCE AND TECHNOLOGY, CHINA (Corresponding author)

DOI:

https://doi.org/10.30827/portalin.vi2023c.29650

Palabras clave:

Abandono de los profesores, Autoeficacia, Identidad profesional, Profesores de inglés, China

Resumen

Los profesores en cualquier entorno académico se enfrentan a una variedad de desafíos y adversidades educativas, que pueden resultar en consecuencias desagradables como el abandono de la profesión docente. Para minimizar la tasa de abandono de los profesores, se deben reconocer ampliamente los factores que inhiben este fenómeno negativo. Como revela la revisión de la literatura relacionada, varios investigadores han tratado de localizar los posibles predictores del abandono de los profesores en los entornos educativos generales. Sin embargo, pocos académicos han explorado los predictores de este fenómeno en los contextos de la enseñanza de idiomas. Para llenar este vacío, esta investigación profundizó en el papel de la identidad profesional y la autoeficacia en la predicción del abandono de los profesores de inglés chinos. Para ello, se distribuyeron tres escalas válidas entre 442 profesores de inglés. Las pruebas correlacionales mostraron que la autoeficacia y la identidad profesional están negativamente relacionadas con el abandono de los profesores. El análisis de regresión múltiple también indicó que la autoeficacia y la identidad profesional pueden reducir notablemente la tasa de abandono entre los profesores de inglés chinos. Los hallazgos pueden ser informativos e iluminadores para los profesores y formadores de idiomas.

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Biografía del autor/a

AIGUI WANG, SUZHOU UNIVERSITY OF SCIENCE AND TECHNOLOGY, CHINA (Corresponding author)

CORRESPONDING AUTHOR

Citas

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