Urban-Originated English Language Teachers Longevity: What Keeps Them in Rural Schools in Sabah?

Autor/inn/en	Aziz, Ameiruel Azwan Ab; Azhar, Sheik Badrul Hisham Jamil; Mabsah, Nurul Nadya; Mikeng, Damien
Titel	Urban-Originated English Language Teachers Longevity: What Keeps Them in Rural Schools in Sabah?
Quelle	In: Asian Journal of University Education, 17 (2021) 1, S.269-281 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Teacher Persistence; Teacher Shortage; Second Language Learning; Second Language Instruction; Language Teachers; Rural Schools; Foreign Countries; Teacher Attitudes; Social Support Groups; Positive Attitudes; Faculty Mobility; Teacher Characteristics; English (Second Language); Social Cognition; Secondary School Teachers; Family Relationship; Religious Factors; Social Influences; Malaysia + Suchen Sie Ihr Suchwort? Lehrermangel; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Lehrerverhalten; Social support; Soziale Unterstützung; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Kognition; Sozialer Einfluss
Abstract	The shortage of trained and qualified English language teachers in rural schools has always been a significant issue in Malaysia, particularly in Sabah, due to the higher proportion of rural areas. Various factors have been associated with teachers' reluctance to serve in rural schools. Nevertheless, several urban-originated teachers are recorded to have shown persistence in serving rural schools. The purpose of this paper is to investigate the reasons and contributing factors behind their long-term longevity in rural schools. The lived experiences of ten teachers were explored through in-depth semi-structured interviews. Data gleaned were thematically analysed following Ryan and Bernard's (2000) recommended procedures. Results suggest that even participating teachers work in a challenging English teaching environment; this has not been a sufficient drive for them to depart from rural schools. Their longevity is attributed to perceived social supports and students factor. Furthermore, a blended concept of positive emotions was remarked as a fuel-source of teachers' long-term persistence in rural schools. The contributions and implications of the study are also discussed. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01