Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of job satisfaction and organizational commitment

JIAMING QI; ALI DERAKHSHAN

doi:10.30827/portalin.vi2023c.29656

Autores/as

JIAMING QI NANJING UNIVERSITY OF SCIENCE AND TECHNOLOGY ZIJIN COLLEGE, NANJING, CHINA https://orcid.org/0000-0001-8125-3664
ALI DERAKHSHAN GOLESTAN UNIVERSITY, GORGAN, IRAN (Corresponding author)

DOI:

https://doi.org/10.30827/portalin.vi2023c.29656

Palabras clave:

Profesor de inglés como lengua extranjera (EFL), deseo de asistir a programas de desarrollo profesional, satisfacción laboral, compromiso organizacional, psicología positiva, análisis de SEM.

Resumen

En las últimas décadas se ha destacado la influencia de las fuerzas y factores internos de los profesores en el desarrollo profesional (DP). Sin embargo, se ha escrito poco sobre la interacción entre el deseo de los profesores de inglés como lengua extranjera (ILE) chinos de asistir a programas de DP y su percepción de satisfacción laboral y compromiso organizacional. Para llenar esta brecha, este estudio utilizó tres cuestionarios para inspeccionar la relación entre estos tres constructos. También tuvo como objetivo mostrar si el deseo de los profesores de inglés como lengua extranjera (ILE) chinos de asistir a programas de desarrollo profesional está predicho por su satisfacción laboral y compromiso organizacional. Una muestra de 357 profesores de ILE participaron en la encuesta. Los resultados del Modelo de Ecuaciones Estructurales (SEM) y el análisis de correlación revelaron una correlación positiva y fuerte entre la satisfacción laboral de los profesores y su compromiso organizacional, y su deseo de asistir a programas de desarrollo profesional. Además, se encontró que tanto la satisfacción laboral como el compromiso organizacional podrían predecir conjuntamente alrededor del 73% de los cambios en el deseo de los profesores de asistir a programas de desarrollo profesional (β = .73, p < .002). Se discuten los resultados y las implicaciones para la teoría y la práctica de la educación en segundo/idioma extranjero (L2) a la luz de los factores psicoafectivos.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

JIAMING QI, NANJING UNIVERSITY OF SCIENCE AND TECHNOLOGY ZIJIN COLLEGE, NANJING, CHINA

School of Humanities and Social Sciences, nanjing university of science and technology ZiJin College, Nanjing, The People’s Republic of China

Address: Nanjing University of Science and Technology ZiJin College, No.89 Wenlan Road, Qixia District, Nanjing, P. R. China 210046

ALI DERAKHSHAN, GOLESTAN UNIVERSITY, GORGAN, IRAN (Corresponding author)

CORRESPONDING AUTHOR

Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran

Address: Faculty of Humanities and Social Sciences, Shahid Beheshti Campus, Golestan University, Shahid Beheshti St, Gorgan, Golestan, Iran; Postal Code: 49138 15759; P. O. Box: 155; Phone: +98 17 3225 4260; Fax: +98 17 3225 4260

Citas

Aliakbari, M., & Malmir, B. (2017). Development and validation of an English language teacher learning scale. Cogent Education, 4(1), 1292613.

Amiri Shayesteh, L., & Baleghizadeh, S. (2023). Construction and validation of Iranian EFL teachers’ perceptions of professional development questionnaire. Language Related Research, 14(1), 113–143.

Anari, N. N. (2012). Teachers’ emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256–269.

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10–20. http://dx.doi.org/10.1016/j.tate.2010.08.007

Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Heinle & Heinle.

Baluyos, G.R., Rivera, H.L. & Baluyos, E.L. (2019) Teachers’ job satisfaction and work performance. Open Journal of Social Sciences, 7(8), 206–221. https://doi.org/10.4236/jss.2019.78015

Bett, H., & Makewa, L. (2018). Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya. Asia-Pacific Journal of Teacher Education, 48, 132–146. http://dx.doi.org/10.1080/1359866X.2018.1542662

Bolin, F. (2007) A study of teacher job satisfaction and factors that influence it. Chinese Education & Society, 40(5), 47–64. http://dx.doi.org/10.2753/CED1061-1932400506

Borg, S. (2014). The benefits of attending ELT conferences. ELT Journal, 69(1), 35–46 http://dx.doi.org/10.1093/elt/ccu045

Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49, 195–216. http://dx.doi.org/10.1177/0033688218784371

Canaran, O, Mirici, I. H. (2020). A new model of team teaching for teacher professional

development: A case study of in-service English teachers. Education and Science, 45(201), 247–271.

Castillo, J. X. & Cano, J. (2004). Factors explaining job satisfaction among faculty. Journal of Agricultural Education, 45(3), 65–⁠75. https://doi.org/10.5032/jae.2004.03065

Celep, C. (2000). Teachers’ organizational commitment in educational organizations. National Forum of Teacher Education Journal, 1(10), 3–29.

Chesnut, S. R., & Cullen, T. A. (2014). Effects of self-efficacy, emotional intelligence, and perceptions of future work environment on pre-service teacher commitment. The Teacher Educator, 49(2), 116-132.

Dayoub, R., & Bashiruddin, A. (2012). Exploring English-language teachers’ professional

development in developing countries: Cases from Syria and Pakistan. Professional Development in Education, 38(4), 1–23 http://dx.doi.org/10.1080/19415257.2011.649986

Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43.

Derakhshan, A., & Nazari, M. (2022). Examining teacher identity construction in action research: The mediating role of experience. Educational Studies, 1–20. https://doi.org/10.1080/03055698.2022.2073177

Derakhshan, A., & Nazari, M. (2023). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice teacher’s identity construction. The Asia-Pacific Education Researcher, 32(4), 449–458. https://doi.org/10.1007/s40299-022-00666-1

Derakhshan, A., Karimpour, S., & Nazari, M. (2023a). “Most of us are not feeling well”: exploring Iranian EAP practitioners’ emotions and identities. ibérica, 45, 317–344. https://doi.org/10.17398/2340-2784.45.317

Derakhshan, A., Karimpour, S., & Nazari, M. (2023b). Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2023.2270951

Derakhshan, A., Wang, Y., Ghiasvand, F. (2023). “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review. http://dx.doi.org/10.1515/applirev-2023-0089

Dong, Y., & Xu, J. (2022). The role of EFL teachers’ optimism and commitment

in their work engagement: A theoretical review. Frontiers in Psychology, 12, 830402. http://dx.doi.org/10.3389/fpsyg.2021.830402

Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. M. Gass, Research methods in second language acquisition: A practical guide (pp. 74–94). Blackwell Publishing Ltd

Escardíbul, J. O., & Afcha, S. (2017). Determinants of the job satisfaction of PhD

holders: an analysis by gender, employment sector, and type of satisfaction in

Spain. Higher Education, 74, 855–875. http://dx.doi.org/10.1007/s10734-016-0081-1

Estaji, M., & Ghiasvand, F. (2022). Classroom supervision and professionalism: matches and mismatches in the perceptions of novice and experienced teachers. Applied Research on English Language, 11(3), 1–36.

Evans, L. (1997). Understanding teacher morale and job satisfaction. Teaching and Teacher Education, 13(8), 831–845.

Faryabi, F., Rahimi, M., & Davin, K. J. (2023). Professional development as Praxis: EFL teachers' challenges in learning to implement dynamic assessment of writing. TESOL Journal, 734. http://dx.doi.org/10.1002/tesj.734

Fathi, J., & Savadi Rostami, E. (2018). Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment. Teaching English as a Second Language Quarterly, 37, 33–64. https://doi.org/10.22099/jtls.2019.30729.2572

Fathi, J., Derakhshan, A., & Saharkhiz Arabani, A. (2020). Investigating a

structural model of self-efficacy, collective efficacy, and psychological wellbeing among Iranian EFL teachers. Iranian Journal of Applied Language Studies, 12, 61–80.

http://dx.doi.org/10.22111/IJALS.2020.5725

Fazlali, F. (2022). Professionalism and commitment among Iranian EFL teachers: Do educational context and gender make a difference?. Journal of Foreign Language Teaching and Translation Studies, 7(4), 37–58.

Gao, Y. (2022). An investigation into the role of English as a foreign language teachers’ self-efficacy in their organizational commitment. Frontiers in Psychology, 13, 894333.

George, L., & Sabapathy, T. (2011). Work motivation of teachers: Relationship

with organizational commitment. Canadian Social Science, 7, 90–99. https://doi.org/10.3968/j.css.1923669720110701.009

Greenberg, J., & Baron, R. (2008). Behavior in organizations. Prentice Hall.

Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan. 90, 495–500. http://dx.doi.org/10.1177/003172170909000709

Han, W. (2022). Chinese English as a foreign language teachers’ job satisfaction, resilience, and their psychological well-being. Frontiers in Psychology, 12, 800417.

Hashimoto, K., & Nguyen, V. T. (2018). Professional development of English language teachers in Asia: Lessons from Japan and Vietnam. Routledge.

Jin, W., Zheng, X., Gao, L., Cao, Z., & Ni, X. (2022). Basic psychological needs satisfaction mediates the link between strengths use and teachers’ work engagement. International Journal of Environmental Research and Public Health, 19(4), 2330. https://doi.org/10.3390/ijerph19042330

Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development. Teachers and Teaching, 23, 387–405. http://dx.doi.org/10.1080/13540602.2016.1211523

Le Huong, P. H. (2023). A sociocultural analysis of novice EFL teachers’ professional development activities. Language Related Research, 14(3), 97–121.‎

Lee, J., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of

a professional learning community, faculty trust in colleagues and collective

efficacy on teacher commitment to students. Teaching and Teacher Education, 27, 820–830. http://dx.doi.org/10.1016/j.tate.2011.01.006

Lee, Y. (2017). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25, 236–253. http://dx.doi.org/

1177/1356336X17719559

Liu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development. Journal of Teacher Education, 71(5), 537–550. http://dx.doi.org/10.1177/0022487119886290

Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness and School Improvement, 31(4), 641–659. https://doi.org/10.1080/09243453.2020.1764593

Luthans, F. (1992). Organizational behavior: An evidence-based approach. McGraw-Hill.

Malinen, O. P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152.

McChesney, K., & Aldridge, J. M. (2018). A new tool for practitioner-led evaluation of teacher professional development. Teacher Development, 22, 314–338. http://dx.doi.org/10.1080/13664530.2017.1418418

McShane, S. L., & Von Glinow, M. A. (2010). Organizational behavior: Emerging knowledge and practice for the real world. McGrawHill/Irwin.

Mehdizadeh, M., Pourhaji, M., & Derakhshan, A. (2023). Evolution of communities of practice, realignment of possible selves, and repositionings in EFL teacher professional identity development: A longitudinal case study. The Language Learning Journal. https://doi.org/10.1080/09571736.2022.2163685

Meyer, J. P., & Allen, N. (1997). Commitment in the workplace. SAGE Publications.

Ni, Y. (2017). Teacher working conditions, teacher commitment, and charter schools. Teachers College Record, 119, 1–38. https://doi.org/10.1177/016146811711900606

Osakwe, R. N. (2003). A comparative study of job satisfaction between public and private secondary school in Delta State. (Unpublished Ph.D. Thesis). Delta State University, Abraka, Nigeria.

Ostad, S. A., Ghanizadeh, A., & Ghanizadeh, M. (2019). The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction. Cogent Education, 6(1), 1685353.

Rastegar, M., & Moradi, S. (2016). On the relationship between EFL teachers’ job satisfaction, self-efficacy, and their spiritual sense of well-being. Open Journal of Modern Linguistics, 6(1), 1–12.

Richards, J. C. & T. S. C. Farrell. (2005). Professional development for language teachers: Strategies. Cambridge University Press.

Rusu, R. (2013). Affective organizational commitment, continuance organizational commitment or normative organizational commitment. Land Forces Academy Review, 18, 192–197.

Safari, I., & Davaribina, M. (2021). EFL teachers’ professional development, job satisfaction, and reflective thinking: A structural equation modeling. Applied Research on English Language, 10(2), 111–132.

Salas, A. (2016). Attending a convention as professional development for EFL teachers. MEXTESOL Journal, 40(1), 1–13.

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers' professional development. Teaching and Teacher Education, 101, 103305. http://dx.doi.org/10.1016/j.tate.2021.103305

Setiawan, W. A., & Kuswandono, P. (2020). Review of teachers professional development research studies in South East Asia. International Journal of Pedagogy and Teacher Education. 4, 19–32. http://dx.doi.org/10.20961/ijpte.v4i1.33686

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.

Soleimani, M., & Bolourchi, A. (2021). EFL teachers' job satisfaction and burnout in Iran. PASAA: Journal of Language Teaching and Learning in Thailand, 61, 229–252.

Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. New Zealand Ministry of Education.

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. http://dx.doi.org/10.1080/00131911.2019.1705247

Werang, B. R., Agung, A. A. G., & Agung, G. (2017). Teachers’ job satisfaction, organizational commitment, and performance in Indonesia: A study from Merauke District, Papua. International Journal of Development and Sustainability, 6(8), 700–711.

Wu, L. (2023). The facilitative role of relatedness and psychological safety in building teachers’ job satisfaction. Frontiers in Psychology, 7097.

Zhiyong, S., Muthukrishnan, P., & Sidhu, G. K. (2020). College English language teaching reform and key factors Determining EFL teachers' professional development. European Journal of Educational Research, 9(4), 1393–1404.