Turkish provincial state university teachers' perceptions of English language teaching as a career

Abstract

The purpose of this study was to investigate whether Turkish provincial state university teachers see EFL teaching as a career, how demographic factors (age, sex, experience, and institution), and occupational factors (job satisfaction, entrance into teaching, and professional development opportunities) relate to teachers' commitment. The study was conducted in nine different institutions. 180 EFL teachers in these institutions participated in the study. Data were collected through a questionnaire which consisted of three parts and the participants were asked multiple-choice and open-ended questions in the first part; Likert-scale questions in the second part, and questions in which more than one option could be selected in the third part of the questionnaire. Quantitative data analysis techniques were used to analyse the data. For the items in the first part of the questionnaire the frequencies and the percentages were calculated. The frequencies, the percentages, the mean, and the chi-square values were found to analyse teachers' short- and long-term commitment. The relation of age, sex, and institution to teachers' commitment was analysed through the chi- square, and for the relation of experience to teachers' commitment the Pearson correlation was used. The correlation between occupational factors and teachers' commitment was analysed through the Pearson correlation, and the frequencies and the percentages were calculated to analyse the three questions in Part C in the questionnaire. The results of the data analysis revealed that teachers generally see ELT as a career. Age, sex, and experience did not relate to teachers' commitment, but institution correlated with teachers' commitment. Teachers' entrance into teaching and their current perceptions of ELT as an occupation, teachers' job satisfaction, and their perceptions of professional development opportunities were found to be related to teachers' commitment. Teachers' being proud of their profession, their having positive relationships with their students, and their being satisfied with their current teaching position were found among the most important factors relating to teachers' commitment. Low salaries were the most important reason for why teachers might consider leaving teaching. Considering that teachers' job satisfaction and their perceptions of professional development are related to their commitment to EFL teaching, administrators should give priority to providing teachers with positive work conditions, opportunities for professional development, and continual moral and administrative support.