An Interpretative Phenomenological Analysis of ESL Teachers&#x02019; Motivational Beliefs in Developing Different Pedagogical Strategies

doi:10.65961/AJELT-2022-1-002

PDF(447 KB)

Asian Journal of English Language Teaching ›› 2022, Vol. 31 ›› Issue (1) : 25-63. DOI: 10.65961/AJELT-2022-1-002

An Interpretative Phenomenological Analysis of ESL Teachers’ Motivational Beliefs in Developing Different Pedagogical Strategies

Holly Ho Ying CHUNG

Author information +

History +

Abstract

Motivated teachers affect not only the quality of their own teaching and job satisfaction but also the motivation and learning outcomes of their students and the development of the whole school. While the significance of teacher motivation in pedagogical development is an increasingly important factor in the evaluation of teachers in higher educational institutions, little effort has been made to strengthen their motivation.
The research question guiding this study was “How do teachers of English as a second language (ESL) in a private tertiary college in Hong Kong make sense of their motivational beliefs in developing or adopting different pedagogical strategies?” The study used interpretive phenomenological analysis (IPA) to investigate the motivational beliefs about the pedagogical development of ESL teachers in higher education. In a qualitative inquiry, this study employed semi- structured interviews to explore the motivational beliefs of four full-time ESL teachers working in the Department of English at the research site.
Three superordinate themes and their respective sub-themes emerged from the data analysis: 1) Students as the Major Driving Force, with sub-themes a) Turning Students’ ESL Needs into Teachers’ Motivation, b) Higher Education Students’ Learning Attitudes and Characteristics, and c) Students’ Satisfaction;; 2) Perceptions of Teachers’ Teaching Abilities, with sub-themes a) Evaluations of Their Teaching, Teachers’ Role Models, and c) Peer Observation; and 3) Perceptions of the Administration, with sub-themes a) Adherence to or Autonomy from Departmental Guidelines, and b) Perceived Effectiveness or Ineffectiveness of College Practices.
The findings in this study are relevant for the motivation of higher educa- tion faculty members by learning about students’ academic needs, personalities, and satisfaction needs, and of teachers’ pedagogical strengths and weaknesses. Higher education administrators can also tailor professional development programs to meet faculty members’ individual needs. Additional research is needed to explore the perspectives of teachers of other subjects or in different types of higher educational institutions who may receive and react to different sources of motivation.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Holly Ho Ying CHUNG. (2022). An Interpretative Phenomenological Analysis of ESL Teachers’ Motivational Beliefs in Developing Different Pedagogical Strategies.Asian Journal of English Language Teaching , 31(1): 25-63. https://doi.org/10.65961/AJELT-2022-1-002

References

Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201-216. https://doi.org/10.1080/0144341032000160146
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants.Teacher Education and Special Education, 17(2), 86-95.
Amabile, T. M. (1993). Motivational synergy: Toward new conceptualizations of intrinsic and extrinsic motivation in the workplace.Human Resource Management Review, 3(3), 185-201.
Ames, C. A. (1990). Motivation: What teachers need to know.Teachers College Record, 91(3), 409-421.
Ashworth, P. D. (2003). An approach to phenomenological psychology: The contingencies of the lifeworld.Journal of Phenomenological Psychology, 34(2), 145-156.
Avidov-Ungar, O., & Forkosh-Baruch, A. (2018). Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation.Teaching and Teacher Education, 73, 183-191.
Bakadorova, O., & Raufelder, D. (2018). The essential role of the teacher-student relationship in students’ need satisfaction during adolescence.Journal of Applied Developmental Psychology, 58, 57-65.
Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach.Journal of Teacher Education, 51(3), 241-247.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84(2), 191-215.
—. (1982). Self-efficacy mechanisms in human agency.American Psychologist, 37(2), 122-147.
—. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
—. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York, NY: Academic Press.
—. (1997). Self-efficacy.Harvard Mental Health Letter, 13(9), 4-7.
Berman P., McLaughlin M., Bass G., Pauly E., & Zellman G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND.
Bernaus M., Wilson A., & Gardner R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement.Porta Linguarum, 12, 25-36.
Bess J. L.(1997). The motivation to teach: Perennial conundrums. In J. L. Bess (Ed.), Teaching well and liking it (pp. 424-439). Baltimore, MD: The Johns Hopkins Press.
Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning.The Elementary School Journal, 103(3), 287-311.
Crocker, J. (2002). The costs of seeking self-esteem. Journal of Social Issues, 58(3), 597-615. https://doi.org/10.1111/1540-4560.00279
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Dellinger A. B., Bobbett J. J., Olivier D. F., & Ellett C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self.Teaching and teacher education, 24(3), 751-766.
Djigic D., Stojiljkovic S., & Doskovic M. (2014). Basic personality dimensions and teachers’ self-efficacy.Procedia—Social and Behavioral Sciences, 112, 593-602.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom.The Modern Language Journal, 78(3), 273-284.
—. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications.Language Learning, 53(S1), 3-32.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow, England: Longman.
Doyle, T., & Kim, Y. M. (1999). Teacher motivation and satisfaction in the United States and Korea.MEXTESOL Journal, 23(2), 35-48.
Ertmer P., Ottenbreit-Leftwich A., Sadik O., Sendurur E., & Sendurur P. (2012). Teacher beliefs and technology integration practices: A critical relationship.Computers and Education, 59(2), 423-435.
Evans, L. (1998). Teacher morale, job satisfaction and motivation. London, England: Sage Publication Company.
Evans, & Green,C.(2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 62006.11.005
Feldman, K. A., & Paulsen, M. B. (1999). Faculty motivation: The role of a supportive teaching culture. New Directions for Teaching and Learning, 78, 71-78.
Fernet C., Chanal J., & Guay F. (2017). What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout.Work & Stress, 31(2), 145-163.
Flores B. B., Ek L. D., & Sánchez P. (2011). Bilingual education candidate ideology: Descubriendo sus motivos y creencias. In B. B. Flores, R. Hernández Sheets, & E. Riojas Clark (Eds.), Teacher preparation for bilingual student populations: Educar para transformar(pp. 40-58). New York, NY: Routledge Taylor & Francis Group.
Foley L. S.(2011). Exploring K-3 teachers’ implementation of comprehension strategy instruction (CSI) using expectancy-value theory. Literacy Research and Instruction, 50, 195-215. https://doi.org/10.1080/19388071.2010.505680
Gagné, M., & Deci, E. L. (2005). Self-determination and work motivation. Journal of Organizational Behavior, 26, 331-362.
Ganapathy, M., & Seetharam, S. (2016). The effects of using multimodal approaches in meaning-making of 21st century literacy texts among ESL Students in a private school in Malaysia.Advances in Language and Literary Studies, 7(2), 143-155.
Gardner R. C., Masgoret A. M., Tennant J., & Mihic L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course.Language Learning, 54(1), 1-34.
Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes towards the implementation of instructional innovation.Teaching and Teacher Education, 13(4), 451-458.
Gheralis-Roussos, E. (2003). The motivation of English language teachers in Greek secondary schools (Doctoral dissertation), University of Nottingham, Nottingham, England.
Goodyear, V., & Casey, A. (2015). Innovation with change: Developing a community of practice to help teachers move beyond the “honeymoon” of pedagogical renovation.Physical Education and Sport Pedagogy, 20(2), 186-203.
Granziera, H., & Perera, H. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view.Contemporary Educational Psychology, 58 (July 2019), 75-84.
Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers.American Educational Research Journal, 21(2), 245-259.
Hanna F., Oostdam R., Severiens S.E., & Zijlstra B. J. H.(2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. https://doi.org/10.1016/j.edurev.2019.01.003
Hartnett M., St George A., & Dron J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation- dependent.International Review of Research in Open and Distance Learning, 12(6), 20-38.
Haruthaithanasan, T. (2018). Effects of educational reforms in the 2nd decade (2009-2018) on teacher motivation and student achievement among schools in Southern Thailand.Kasetsart Journal of Social Sciences, 39(2), 222-229.
Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17(7), 819-836. https://doi. org/10.1016/S0742-051X(01)00033-6
Hernandez B., Montaner T., Sese F. J., & Urquizu P. (2011). The role of social motivations in e-learning: How do they affect usage and success of ICT interactive tools? Computers in Human Behavior, 27(6), 2224-2232. https://doi.org/10.1016/j.chb.2011.07.001
Hobbs, K. S., & Putnam, J. (2016). Beginning teachers’ experience working with a district employed mentor in a North Carolina school district. Journal of Organizational and Educational Leadership, 2(1). https://digitalcommons. gardner-webb.edu/joel/vol2/iss1/2
Hu, G. W. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China.Language, Culture and Curriculum, 15(2), 93-105.
Inman, D., & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the profession?Education, 124(4), 605-615.
Karaman C., Okten C., & Tochon F. V. (2012). Learning the deep approach: Language Teachers’ Voices.Porta Linguarum: Revista internacional de didáctica de las lenguas extranjeras, 18, 79-95.
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 (Technical Report #23, pp. 213-237). Honolulu: University of Hawai‘i, Second Language Teaching and Curriculum Center.
Kızıltepe, Z. (2008). Motivation and demotivation of university teachers. Teachers & Teaching, 14(5-6), 515-530. https://doi.org/10.1080/13540600802571361
Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness.The American Journal of Occupational Therapy, 45(3), 214-222.
Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20(4), 341-359. https://doi.org/10.1016/j.tate.2004.02.013
Lamb, M. (2017). The motivational dimension of language teaching.Language Teaching, 50(3), 301-346.
Lazarides R., Fauth B., Gaspard H., & Göllner R. (2021). Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education.Learning and Instruction, 73, 101435.
Le Fevre, D. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk.Teaching and Teacher Education, 38, 56-64.
Macfarlane, B., & Hughes, G. (2009). Turning teachers into academics? The role of educational development in fostering synergy between teaching and research.Innovations in Education and Teaching International, 46(1), 5-14.
Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed).Sage Publications.
Matsumoto, M. (2011). Second language learners’ motivation and their perception of their teachers as an affecting factor.New Zealand Studies in Applied Linguistics, 17(2), 37-52.
Meng, Y. (2021). Fostering EFL/ESL students’ state motivation: The role of teacher-student rapport. Frontiers in Psychology, 12, 754797-754797. https://doi.org/10.3389/fpsyg.2021.754797
Meyer, H. (2002). From “loose coupling” to “tight management”? Making sense of the changing landscape in management and organization theory. Journal of Educational Administration, 40(6), 515-520. https://doi.org/10.1108/09578230210454992
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Morris D. B.,& Usher, E. L.(2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 362010.10.005
Naz, F., & Rashid, S. (2021). Effective instructional leadership can enhance teachers’ motivation and improve students’ learning outcomes.Sir Syed Journal of Education & Social Research, 4(1), 477-485.
Nias, J. (1981). Teacher satisfaction and dissatisfaction: Herzberg’s “two-factor” hypothesis revisited.British Journal of Sociology Education, 2(3), 235-246.
Osman, D., & Warner, J. (2020). Measuring teacher motivation: The missing link between professional development and practice.Teaching and Teacher Education, 92, 103064.
Pajak, E., & Green, A. (2003). Loosely coupled organizations, misrecognition, and social reproduction.International Journal of Leadership in Education, 6(4), 393-413.
Pajares, F. (1996). Self-efficacy beliefs in academic settings.Review of Educational Research, 66(4), 543-578.
Pajares, F., & Zeldin, A. L. (1999). Inviting self-efficacy revisited: The role of invitations in the lives of women with mathematics-related careers.Journal of Invitational Theory and Practice, 6(1), 48-68.
Papanastasious, E. C., & Zembylas, M. (2006). Job satisfaction variance among public and private kindergarten school teachers in Cyprus.International Journal of Educational Research, 43(3), 147-167.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.).Newbury Park, CA: Sage Publications.
Peng, J., & Xie, X. (2021). English-medium instruction as a pedagogical strategy for the sustainable development of EFL learners in the Chinese context: A meta- analysis of its effectiveness.Sustainability (Basel, Switzerland), 13(10), 5637.
Pennington, M. C. (1995). Work satisfaction, motivation, and commitment in teaching English as a second language.ERIC Document no. 404850.
Pennington, M. C., & Ho, B. (1995). Do ESL educators suffer from burnout?Prospect, 10, 41-53.
Pinner, R. (2019). Authenticity and teacher-student motivational synergy: A narrative of language teaching. Routledge, Taylor & Francis Group.
Porter, L. W., & Lawler, E. E. (1968). Managerial attitudes and performance.Homewood, Ill.: Irwin-Dorsey.
Raynor, J. O., & Brown, E. T. (1985). Motivation at different stages of striving in a psychological career.Advances in Motivation and Achievement, 4, 121-167.
Reid K., Flowers P., & Larkin M. (2005). Exploring lived experience.The Psychologist, 18(1), 20-23.
Roshandel J., Ghonsooly B., & Ghanizadeh A. (2018). L2 motivational self-system and self-efficacy: A quantitative survey-based study.International Journal of Instruction, 11(1), 329-344.
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage.
Savignon, S. J. (2007). Beyond communicative language teaching: What’s ahead?Journal of Pragmatics, 39(1), 207-220.
Scott C.,& Dinham, S. The development of scales to measure teacher and school executive occupational satisfaction.Journal of Educational Administration, 41(1), 74-86.
Sharabyan S. K.(2011a). An investigation into Iranian language teachers’ motivation with respect to their job satisfaction and second language pedagogy. Procedia—Social and Behavioral Sciences, 30 (2nd World Conference on Psychology, Counselling and Guidance—2011), 1071-1075. https://doi.org/10.1016/j.sbspro.2011.10.209
—. (2011b). Experienced and very experienced Iranian English language teachers: Beliefs about grammar instruction. Procedia—Social and Behavioral Sciences, 30(2nd World Conference on Psychology, Counselling and Guidance—2011), 1081-1085. https://doi.org/10.1016/j.sbspro.2011. 10.211
Shoaib, A., (2004). What motivates and demotivates English teachers in Saudi Arabia: A qualitative perspective (Doctoral dissertation), University of Nottingham, Nottingham, England.
Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being.International Journal of Educational Research, 79, 52-63.
Skinner, E. A. (1996). When is more control better? A simple answer to a complex question. Unpublished manuscript. Portland, OR: Portland State University.
Slemp G., Field J., & Cho A. (2020). A meta-analysis of autonomous and controlled forms of teacher motivation.Journal of Vocational Behavior, 121, 103459.
Smith, J. A. (1996). Beyond the divide between cognition and discourse: Using interpretative phenomenological analysis in health psychology.Psychology and Health, 11(2), 261-271.
Smith J. A., Flowers P., & Larkin M. (2009). Interpretive phenomenological analysis: Theory, method, and research. Thousand Oaks, CA: Sage Publications.
Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. Smith (Ed.), Qualitative psychology: A practical guide to methods.London, England: Sage.
Smylie, M. A. (1988). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change.American Educational Research Journal, 25(1), 1-30.
Solberg V. S., Good G. E., Fischer A. R., Brown S. D., & Nord D. H. (1995). Career decision-making and career search activities: Relative effects of career search self-efficacy and human agency.Journal of Counseling Psychology, 42(4), 448-455.
Stajkovic, A. D., & Luthans, F. (2003). Social cognitive theory and self-efficacy: Implications for motivation theory and practice. In L. W. Porter, G. A. Bigley, & R. M. Steers (Eds.), Motivation and work behavior (pp. 126-140). Boston, MA: McGraw-Hill Irwin.
Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change.Teaching and Teacher Education, 4(2), 171-187.
Stipek, D. (2002). Motivation to learn: Integrating theory and practice. Boston, MA: Allyn and Bacon.
Sugino, T. (2010a). Teacher demotivational factors in the Japanese language teaching context.Procedia—Social and Behavioral Sciences, 3, 216-226.
—. (2010b). Teacher/students motivational/demotivational factors in a framework of SLA motivational research.Journal of National Defense Academy (Humanities and Social Sciences), 100, 1-16.
Tschannen-Moran,M., & Hoy, A. W.(2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 232006.05.003
Tschannen-Moran M., Hoy A. W., & Hoy W. K. (1998). Teacher efficacy: Its meaning and measure.Review of Educational Research, 68(2), 202-248.
Usher, E. L., & Pajares, F. (2008). Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
Utomo, H. (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.
Verhagen T., Feldberg F., van den Hooff B., Meents S., & Merikivi J. (2012). Understanding users’ motivations to engage in virtual worlds: A multipurpose model and empirical testing.Computers in Human Behavior, 28(2), 484-495.
Visser-Wijnveen G., Stes A., & Petegem P. (2012). Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education. Higher Education, 64(3), 421-436. https://doi.org/10.1007/ s10734-011-9502-3
Vroom, V. H. (1964). Work and motivation. New York, NY: Wiley.
Wang L.Y., Luo W., & Zhang S. (2020). Selected factors contributing to teacher job satisfaction: A quantitative investigation using 2013 TALIS data.Leadership and Policy in Schools, 19(3), 512-532.
Watt, H. M. G., & Richardson, P. P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale.Journal of Experimental Education, 75(3), 167-202.
Weick, K. E. (1976). Educational organizations as loosely coupled systems.Administrative Science Quarterly, 21(1), 1-19.
Wheatley, K. F. (1997). The relationships between teachers’ efficacy beliefs and reform-oriented mathematics teaching: Three case studies (Doctoral dissertation), Michigan State University, Michigan.
—. (2002). The potential benefits of teacher efficacy doubts for educational reform.Teaching and Teacher Education, 18(1), 5-22.
—. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747-766.
Wighting M. J., Liu J., & Rovai A. P. (2008). Distinguishing sense of community and motivation characteristics between online and traditional college students.Quarterly Review of Distance Education, 9(3), 285-295.
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level.Journal of Educational Psychology, 99(1), 181-193.
Wozney L., Venkatesh V., & Abrami P. C. (2006). Implementing computer technologies: Teachers’ perceptions and practices.Journal of Technology and Teacher Education, 14(1), 173-207.
Wu, G. C. H., & Hung, D. C. H. (2011). Exploring a teacher’s beliefs in an EAP course: A qualitative perspective.Taiwan International ESP Journal, 3(1), 31-64.
Yunus, M. M., Osman, W. S.W., & Ishak, N. M.(2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia—Social and Behavioral Sciences, 15 2011.04.161
Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers.American Educational Research Journal, 37(1), 215-246.