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Improving EFL Teachers’ Professional Experiences and Motivation: An Ecological Approach

Gadella Kamstra, Lorena (2021) 'Improving EFL Teachers’ Professional Experiences and Motivation: An Ecological Approach.' Teaching English as a Second Language Electronic Journal (TESL-EJ), 25 (1). ISSN 1072-4303

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Abstract

This article explores in-service EFL teacher (de)motivation in secondary state schools in Spain. Possible solutions to teachers’ negative professional experiences and demotivation were proposed by 23 Spanish EFL teachers. These suggestions are examined applying Ecosystems theory (Bronfenbrenner, 1979, 1993). Using this framework, the present qualitative study offers an ecological understanding of the improvements needed in the EFL teaching profession, in which the importance of the context is reinforced since they were found to affect teachers and their motivation. Data were collected through in-depth online and face-to-face semi-structured interviews and recurrent classroom observations. Innovation and training, teaching support, a reduced teacher-student ratio and empathizing with students were some solutions proposed to solve teachers’ motivational problems. This ecological standpoint shows that teachers are negatively affected by factors beyond their control and therefore, the intervention of policymakers to upgrade teachers’ working conditions was found to be key to protecting teachers’ extrinsic motivation and to preventing the deterioration of their intrinsic motivation.

Item Type: Article
Uncontrolled Keywords: English Language Teaching; Demotivation; Ecosystems; Ecological Perspective; Improvements; Solutions
Divisions: Faculty of Social Sciences
Faculty of Social Sciences > Language and Linguistics, Department of
SWORD Depositor: Elements
Depositing User: Elements
Date Deposited: 18 Oct 2021 16:25
Last Modified: 19 Feb 2022 22:02
URI: http://repository.essex.ac.uk/id/eprint/31335

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