Motivation of non-native English speaking teachers in an American intensive English program

By

ACKNOWLEDGEMENT

I would like to thank to my supervisor supporting me throughout my project and giving his valuable suggestions. Finally thanks to all my friends and family for their utmost support and inspiration.

DECLARATION

I, (Your name), would like to declare that all contents included in this dissertation stand for my individual work without any aid, & this dissertation has not been submitted for any examination at academic as well as professional level previously. It is also representing my very own views & not essentially which are associated with university.

Signed __________________ Date _________________

ABSTRACT

The investigative study particularly deals with motivation of non-native English speaking teachers in an American intensive English program. The research provided a deep insight into the motivation of non-native English speaking teachers in an American intensive English program. The research questions addressed are what are the factors which motivate the non native English teachers? How important is motivation for non native English teachers? The researcher did in-depth study of existing literature to reach to a meaningful conclusion.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Background1

Problem1

Significance2

Aims and objectives2

Research question2

Timeline2

Outline3

CHAPTER 2: LITERATURE REVIEW4

Status of the Non-native-English-Speaking Teacher4

Strengths of NNESTs5

Initial motivation6

Idealized perception of teaching7

Spiritual connections9

Intrinsic motivation9

Non Native English Teachers self-efficacy and motivational needs12

Motivation13

CHAPTER 3: METHODOLOGY15

Rationale for a Qualitative Study17

Research design18

Justification of secondary research method18

Criteria for searching literature19

Keywords19

Critical Appraisal tool19

Ethical Considerations19

Literature Search20

Research Questions20

Justifying the Research Question21

CHAPTER 4: DISCUSSION22

Factors affecting the motivation of non-native English language teacher22

Intrinsic motivation22

Extrinsic motivation23

Discrimination24

Autonomy25

Relationships25

Self realization26

Institutional support27

CHAPTER 5: CONCLUSION29

REFERENCES32

CHAPTER 1: INTRODUCTION

Background

Teachers have always been the centre of attention in the classroom, yet ironically their concerns and needs have not always been addressed in the same way. Nowadays EFL/ESL teachers, along with teachers in other fields, have heavier responsibilities than before, and studies show that teaching is one of the most stressful jobs in comparison to other occupations (Amin 2001). Innovations in the field of education and language teaching have created a rather novel role for teachers. Teachers are no longer looked at as the mere transferors of knowledge, but as individuals who need to communicate and engage with students more than before and to care for their inner worlds (Amin 2000). EFL teachers are expected to empathize with learners, try to motivate them and encourage them to participate in classroom activities, and generally speaking, to help facilitate learning. However, in addition to all these roles, they also need to engage in many other tasks such as paperwork, evaluating students, preparing for the class, remaining up-to- date with their teaching area and preparing their teaching materials. At the same time, they might have positive or negative encounters with parents, colleagues, administrative authorities and students, all of which can affect them psychologically. Thus the teachers need to be motivated to remain in the profession.

Problem

The motivation level of the non native English language teacher is an area which has not been researched well in the existing literature. The literature on the teacher motivation level is not much in the existing literature, however; lot of data and ...