An Investigation on EFL Teachers' Attitude toward Teaching Profession

Autor/inn/en	Agcam, Reyhan; Babanoglu, Muzaffer Pinar
Titel	An Investigation on EFL Teachers' Attitude toward Teaching Profession
Quelle	In: Higher Education Studies, 6 (2016) 3, S.21-31 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	English (Second Language); Teacher Attitudes; Teaching (Occupation); Higher Education; Foreign Countries; Sampling; Social Networks; Language Teachers; Second Language Learning; Teaching Methods; Questionnaires; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Teaching; Lehrberuf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Social network; Soziales Netzwerk; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Statistische Analyse; Türkei
Abstract	Teaching is described as a demanding job that requires in-depth knowledge of subject content, age-specific pedagogy, and many varied skills such as patience, leadership, and creativity. Teaching a foreign language constitutes another challenge for the teachers who are already attached the primary liability in raising generations for contributing to the development of their country. Considering that foreign language teachers' attitudes toward their job largely influence their professional performance, this study aims to scrutinize whether attitude of EFL teachers toward teaching profession significantly differ across level of educational institutions where they are working. Accordingly, an attitude scale was administered to EFL teachers working at state primary schools, secondary schools, and institutions of higher education in Turkey. The results indicated that the majority of the participants have positive attitudes toward their job despite problems they encounter while performing it. The study reported and discussed research findings in comprehensively, and offered a few pedagogical implications, and suggestions for further directions. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01