What sustains the novice Malaysian teacher of English: a case study
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 2 April 2019
Issue publication date: 15 December 2020
Abstract
Purpose
The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession.
Design/methodology/approach
In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview.
Findings
Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands.
Practical implications
English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners.
Originality/value
Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.
Keywords
Acknowledgements
No potential conflict of interest was reported by the author.
Citation
Adi Badiozaman, I.F. (2020), "What sustains the novice Malaysian teacher of English: a case study", Journal of Applied Research in Higher Education, Vol. 12 No. 4, pp. 585-597. https://doi.org/10.1108/JARHE-07-2018-0132
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited