Commitment to the Profession of ELT and an Organization: A Profile of Expat Faculty in South Korea

Autor/in	Moodie, Ian
Titel	Commitment to the Profession of ELT and an Organization: A Profile of Expat Faculty in South Korea
Quelle	In: Language Teaching Research, 27 (2023) 1, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moodie, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820938814
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Qualifications; Foreign Nationals; Teacher Attitudes; Foreign Countries; Work Attitudes; Job Satisfaction; Profiles; Teaching Experience; Correlation; Age Differences; Gender Differences; Native Speakers; Higher Education; College Faculty; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrqualifikation; Ausländer; Ausländerin; Lehrerverhalten; Ausland; Work attitude; Arbeitshaltung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Charakterisierung; Profilanalyse; Korrelation; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Muttersprachler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Korea; Republik
Abstract	Despite its attention in the field of education, occupational commitment has received little attention in language teaching research. To address this gap, the study generates an occupational commitment profile of expatriate English language teachers and investigates how commitment relates to their age, sex, teaching experience, and qualifications. Eighty-two native English-speaking teachers at a private university in South Korea participated in the study by completing a survey measuring their affective, continuance, and normative commitment to the profession of English language teaching (ELT) and to their workplace. The descriptive results indicated that the sample had high affective commitment to the profession of ELT but low overall commitment to their organization. Results from MANCOVA, which controlled for the covariates of age and sex, indicated that respondents with teacher qualifications from their home countries tended to have higher levels of affective and normative commitment to the profession of ELT and to their workplace than respondents without teacher qualifications. However, no differences in commitment were found between respondents with ELT qualifications and respondents without ELT qualifications, nor were any differences found in commitment associated with ELT experience. Because affective-normative dominant profiles are associated with better workplace outcomes, such as effort given to an organization and lower turnover intentions, further consideration of this finding should be of high priority in language teacher commitment research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01