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

• QI, JIAMING ^[1] ; DERAKHSHAN, ALI ^[2]
  1. [1] NANJING UNIVERSITY OF SCIENCE AND TECHNOLOGY ZIJIN COLLEGE, NANJING, CHINA
  2. [2] GOLESTAN UNIVERSITY, GORGAN, IRAN (Corresponding author)
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 9 (Nuevas tendencias y prácticas en el desarrollo profesional del profesorado en contextos EFL/ESL), 2023, págs. 311-327
• Idioma: inglés
• DOI: 10.30827/portalin.vi2023c.29656
• Títulos paralelos:
  • El deseo de los profesores de inglés como lengua extranjera (ILE) chinos de asistir a programas de desarrollo profesional: Explorando el papel de la satisfacción laboral y el compromiso organizacional
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2  
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    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.

  • English

    The influence of teachers’ inner forces and factors in professional development (PD) has been highlighted in the past decades. However, little is written about the interplay of English as a foreign language (EFL) teachers’ desires to attend PD programs and their perceived job satisfaction and organizational commitment. To fill this gap, this study used three questionnaires to inspect the relationships among these three constructs. It also aimed to showcase whether Chinese EFL teachers’ desire to attend PD programs is predicted by their job satisfaction and organizational commitment. Adopting a random sampling technique, a sample of 357 EFL teachers was recruited from different colleges and universities in China. The results of Structural Equation Modeling (SEM) and correlation analysis revealed a positive and strong correlation between teachers’ job satisfaction, organizational commitment, and their desire to attend PD programs. Moreover, it was found that both job satisfaction and organizational commitment could collectively predict around 73% of changes in teachers’ desire to attend PD programs. The results are discussed and implications for the theory and practice of second/foreign language (L2) education in light of psycho-affective factors are enlisted.

    FUNDING INFORMATION. This work was supported by “Jiangsu Provincial Social Science Fund of China” (Grant No.: 22ZWD001).

• Referencias bibliográficas
  • Aliakbari, M., & Malmir, B. (2017). Development and validation of an English language teacher learning scale. Cogent Education, 4(1),...
  • Amiri Shayesteh, L., & Baleghizadeh, S. (2023). Construction and validation of Iranian EFL teachers’ perceptions of professional development...
  • Anari, N. N. (2012). Teachers’ emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4),...
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27,...
  • 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...
  • Bett, H., & Makewa, L. (2018). Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya. Asia-Pacific...
  • 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....
  • Castillo, J. X. & Cano, J. (2004). Factors explaining job satisfaction among faculty. Journal of Agricultural Education, 45(3), 65–⁠75....
  • 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...
  • Dayoub, R., & Bashiruddin, A. (2012). Exploring English-language teachers’ professional development in developing countries: Cases from...
  • Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language...
  • Derakhshan, A., & Nazari, M. (2022). Examining teacher identity construction in action research: The mediating role of experience. Educational...
  • Derakhshan, A., & Nazari, M. (2023). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice...
  • Derakhshan, A., Karimpour, S., & Nazari, M. (2023a). “Most of us are not feeling well”: exploring Iranian EAP practitioners’ emotions...
  • Derakhshan, A., Karimpour, S., & Nazari, M. (2023b). Making sense of emotion and identity construction through metaphors: a prompt-based...
  • Derakhshan, A., Wang, Y., Ghiasvand, F. (2023). “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’...
  • Dong, Y., & Xu, J. (2022). The role of EFL teachers’ optimism and commitment in their work engagement: A theoretical review. Frontiers...
  • Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. M....
  • Escardíbul, J. O., & Afcha, S. (2017). Determinants of the job satisfaction of PhD holders: an analysis by gender, employment sector,...
  • Estaji, M., & Ghiasvand, F. (2022). Classroom supervision and professionalism: matches and mismatches in the perceptions of novice and...
  • 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...
  • Fathi, J., & Savadi Rostami, E. (2018). Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers:...
  • Fathi, J., Derakhshan, A., & Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and...
  • Fazlali, F. (2022). Professionalism and commitment among Iranian EFL teachers: Do educational context and gender make a difference?. Journal...
  • Gao, Y. (2022). An investigation into the role of English as a foreign language teachers’ self-efficacy in their organizational commitment....
  • George, L., & Sabapathy, T. (2011). Work motivation of teachers: Relationship with organizational commitment. Canadian Social Science,...
  • Ghiasvand, F., Kogani, M., & Nemati, F. (2023). “Teachers as conflict managers”: Mapping novice and experienced Iranian EFL teachers’...
  • 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...
  • Hashimoto, K., & Nguyen, V. T. (2018). Professional development of English language teachers in Asia: Lessons from Japan and Vietnam ....
  • Jin, W., Zheng, X., Gao, L., Cao, Z., & Ni, X. (2022). Basic psychological needs satisfaction mediates the link between strengths use...
  • 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),...
  • Lee, J., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues...
  • Lee, Y. (2017). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education...
  • Liu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development....
  • Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness...
  • 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...
  • McChesney, K., & Aldridge, J. M. (2018). A new tool for practitioner-led evaluation of teacher professional development. Teacher Development,...
  • 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...
  • 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....
  • Ostad, S. A., Ghanizadeh, A., & Ghanizadeh, M. (2019). The dynamism of EFL teachers’ professional identity with respect to their teaching...
  • Rastegar, M., & Moradi, S. (2016). On the relationship between EFL teachers’ job satisfaction, self-efficacy, and their spiritual sense...
  • 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...
  • Safari, I., & Davaribina, M. (2021). EFL teachers’ professional development, job satisfaction, and reflective thinking: A structural equation...
  • 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,...
  • Setiawan, W. A., & Kuswandono, P. (2020). Review of teachers professional development research studies in South East Asia. International...
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school...
  • Soleimani, M., & Bolourchi, A. (2021). EFL teachers' job satisfaction and burnout in Iran. PASAA: Journal of Language Teaching and...
  • Soodmand Afshar, H., Fazelimanie, A., & Doosti, M. (2017). Developing an inventory to investigate current professional development needs...
  • Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration....
  • Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics....
  • Werang, B. R., Agung, A. A. G., & Agung, G. (2017). Teachers’ job satisfaction, organizational commitment, and performance in Indonesia:...
  • Wu, L. (2023). The facilitative role of relatedness and psychological safety in building teachers’ job satisfaction. Frontiers in Psychology...
  • Zhiyong, S., Muthukrishnan, P., & Sidhu, G. K. (2020). College English language teaching reform and key factors Determining EFL teachers'...
  • Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese...