Professional identity development process of mid career efl teachers m a

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE PROFESSIONAL IDENTITY DEVELOPMENT PROCESS OF MID-CAREER EFL TEACHERS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN THI YEN HOA Supervised by DANG TAN TIN, Ph.D HO CHI MINH CITY, DECEMBER 2021 VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE PROFESSIONAL IDENTITY DEVELOPMENT PROCESS OF MID-CAREER EFL TEACHERS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN THI YEN HOA Supervised by DANG TAN TIN, Ph.D HO CHI MINH CITY, DECEMBER 2021 ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest sense of gratitude to my research advisor, Dr Dang Tan Tin, for his practical guidance, endless patience, and immense knowledge It was truly a privilege to have him as my supervisor Without his invaluable advice along the way, this dissertation would not have been possible I’m grateful for the unwavering support that I was provided by the management board and the academic affairs office of the Faculty of English Linguistics and Literature My genuine appreciation also goes to lecturers who taught and inspired me in all the subjects of this master’s course Finally, I’m indebted to my parents, husband, and little son for their unconditional love and support Thank you, those named and unlisted, for being a part of my memorable journey i STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: PROFESSIONAL IDENTITY DEVELOPMENT PROCESS OF MIDCAREER EFL TEACHERS In terms of the statement of Requirements for the Thesis in Master’s Program issued by the Higher Degree Committee The thesis has not been submitted for the award of any degree or diploma in any other situation Ho Chi Minh City, December 2021 Nguyen Thi Yen Hoa ii RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Thi Yen Hoa, being the candidate for the degree of Master in TESOL, accept the requirements of University of Social Sciences and Humanities relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of the thesis Ho Chi Minh City, December 2021 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i STATEMENT OF ORIGINALITY ii RETENTION AND USE OF THE THESIS iii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS ix LIST OF TABLES x LIST OF FIGURES xi ABSTRACT CHAPTER INTRODUCTION 1.1 BACKGROUND TO THE STUDY 1.2 AIM OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 ORGANIZATION OF THE THESIS CHAPTER LITERATURE REVIEW 2.1 IDENTITY 2.2 TEACHER PROFESSIONAL IDENTITY (PI) 2.3 FACTORS INFLUENCING PI 2.4 CONCEPTUAL FRAMEWORK 11 2.4.1 Roles and Values 11 2.4.1.1 Roles 11 2.4.1.2 Values 11 iv 2.4.2 Job motivation 12 2.4.3 Job commitment 13 2.4.4 Job satisfaction 14 2.4.5 Self-efficacy 15 2.4.6 Reflection 16 2.4.7 Influencing factors on PI 16 2.4.8 Conceptual framework 18 2.4.9 Summary 19 CHAPTER METHODOLOGY 20 3.1 RESEARCH QUESTIONS 20 3.2 RESEARCH DESIGN 20 3.3 RESEARCH SITE 21 3.4 PARTICIPANTS 22 3.5 INSTRUMENTS 24 3.6 PROCEDURE OF DATA COLLECTION 26 3.7 DATA ANALYSIS PROCEDURE 27 CHAPTER RESULTS AND DISCUSSIONS 30 4.1 CASE 1: AN 30 4.1.1 Pre-entering the profession 30 4.1.2 Entering the profession 31 4.1.3 Pursuing further education (1) 33 4.1.4 Taking managerial responsibilities 33 4.1.5 Making long-term career decisions 33 4.1.6 Pursuing further education (2) 36 v 4.1.7 Overview of An’s professional identity shift from the early career stage to her mid-career stage 37 4.1.8 Factors contributing to the shifting of her teacher identity 38 4.2 CASE 2: BAO 41 4.2.1 Pre-entering the profession 41 4.2.2 Entering the profession 41 4.2.3 Pursuing further education (1) 42 4.2.4 Taking managerial responsibilities 42 4.2.5 Making long-term career decisions 43 4.2.6 Pursuing further education(2) 46 4.2.7 Overview of Bao’s professional identity shift from the early career stage to his mid-career stage 46 4.2.8 Factors contributing to the shifting of his teacher identity 47 4.3 CASE 3: CHAU 50 4.3.1 Pre-entering the profession 50 4.3.2 Pursuing further education (1) 50 4.3.3 Entering the profession 51 4.3.4 Taking managerial responsibilities 52 4.3.5 Making long-term career decisions 52 4.3.6 Pursuing further education (2) 54 4.3.7 Overview of Chau's professional identity shift from the early career stage to her mid-career stage 56 4.3.8 Factors contributing to the shifting of her teacher identity 57 4.4 CASE 4: DUY 60 vi 4.4.1 Pre-entering the profession 60 4.4.2 Entering the profession 60 4.4.3 Pursuing further education (1) 61 4.4.4 Taking managerial responsibilities 62 4.4.5 Making long-term career decisions 63 4.4.6 Pursuing further education (2) 65 4.4.7 Overview of Duy’s professional identity shift from the early career stage to his mid-career stage 66 4.4.8 Factors contributing to the shifting of his teacher identity 67 4.5 CROSS-CASE ANALYSIS 69 4.5.1 Pre-entering the profession 69 4.5.2 Entering the profession 69 4.5.3 Pursuing further education (1) 70 4.5.4 Taking managerial responsibilities 70 4.5.5 Making long-term career decisions 71 4.5.6 Pursue further education (2) 72 4.5.7 Summary of cross-case analysis 72 4.6 DISCUSSION 74 4.6.1 The change of EFL teachers’ professional identity change from the early career stage to their mid-career stage 74 4.6.1.1 Roles 74 4.6.1.2 Values 76 4.6.1.3 Job satisfaction and Motivation 77 4.6.1.4 Job commitment 80 vii 4.6.1.5 Self-efficacy 81 4.6.2 Summary 83 4.6.2.1 The changes in professional identity in the early to mid career stage 83 4.6.2.2 Factors contributing to the shifting of teacher identity 84 4.6.2.3 Summary of the answer 87 CHAPTER CONCLUSION 88 5.1 SUMMARY OF THE CURRENT STUDY 88 5.1.1 Brief summary of the findings 88 5.1.2 Theoretical contribution 90 5.2 PEDAGOGICAL IMPLICATIONS 90 5.2.1 Implications for early-career teachers 90 5.2.2 Implications for FFL mid-career teachers 91 5.2.3 Implications for FFL management board 91 5.3 LIMITATIONS OF THE STUDY 91 5.4 RECOMMENDATION FOR FURTHER STUDY 92 REFERENCES 93 APPENDIX A 99 viii as a chance for them to gain deeper self-insight, which eventually enabled a clearer professional identity 4.6.2.3 Summary of the answer The above discussion of the findings proves the importance of personal experiences and intentional reflection on the interviewed teachers’ professional identity negotiation, which were in line with previous findings Notably, the teachers in this study did not perceive unsuccessful experiences as something negative, but as a chance for them to contemplating on such events, gain greater self-insight and renegotiate their professional identity 87 CHAPTER CONCLUSIONS This chapter highlights several important findings of the research which were presented in the previous part It then features the contributions of the study Furthermore, pedagogical implications for key stakeholders concerning the development of tertiary teachers’ professional identity are presented and several limitations of the study are briefly discussed Finally, suggestions for further research in this field are put forward 5.1 SUMMARY OF THE CURENT STUDY 5.1.1 Brief summary of the findings This study involved in-depth interviews with four mid-career EFL lecturers from Ho Chi Minh City University of Technology and Education The conversations allowed the researcher to learn about the identity development process during a ten-year teaching journey of these participants In particular, the study explored how EFL teachers’ professional identity change from the early career stage to their mid-career stage and the factors contributing to the shifting of teacher identity To gain an understanding of how teachers negotiated and renegotiated their jobrelated identity over the time, life-history methods were also employed The study explored several findings which are presented as follows: First, the data analysis is consistent with the theory that the nature of professional identity development is a complex, dynamic and changing process (Beijaard et al., 2004; Canrinus et al., 2011; Gray & Morton, 2018; Kerby, 1991; Lee & Schallert, 2016) Adjustments are monitored in the teachers’ perceived roles, values, job motivation, commitment, satisfaction, and self-efficacy, which in turn affect the professional identity reconstruction process It is noticeable that the pace of change is different among the participants While two female teachers – An and Chau took a couple of years to construct their identity, the two male teachers needed around seven and ten years to gain full professional identification Second, those changes can be positive or negative, depending on the participants’ self-negotiation This was considered different from Beijarrd’s (1995) finding that 88 teachers tend to perceive less positive sense of professional self over the time Specifically, while Bao and Duy continued their career with stronger momentum, An and Chau undertook lower job satisfaction, which in turns negatively affect their work motivation Therefore, the shifting process of the teachers’ identity might not necessarily be negative Indeed, the changes in professional identification can be both positive and negative It is noticeable that lived experiences play a central role to the teachers’ identity changing process, which is in line with Izadinia (2013) and Beauchap & Thomas’ (2009) point of view that teachers’ sense of their professional self greatly depends on their own life experience As each participating teacher underwent different life experiences, the stages which influenced their identity renegotiation were dissimilar, as a result It can be drawn from the data that such changes in professional identification resulted from intentional contemplation, which is similar to Beauchap & Thomas’ (2009) assumption that purposive reflection enables one to gain clearer sense of his/her identity Reflective work was proved to play a fundamental role in professional identification process by all the participants In other words, the changing of teachers’ identity was initiated by self-reflection on their life histories, aligning with the idea that professional development begins with reflection, followed by identity negotiation and projection (Lee & Schallert, 2016) Last but not least, Lutovac & Flores (2021) points out that sense of failure also plays a critical role in the process of defining one’s professional self and relevant work Indeed, changes on teachers’ identity was monitored after such unsuccessful events However, the reflective work our teachers did on such events did not negatively affect their professional identity, but offered them a deeper understanding about themselves, which enabled them to reconstruct a clearer professional identity Specifically, all the participants chose to narrow down their focus to academic work only, giving up their pursuit of management positions 89 5.1.2 Theoretical contribution The present study contributed firstly to the existing literature by documenting the development process of mid-career EFL teachers’ professional identity with six main constructs By critically reviewing previous research and synthesizing significant findings, the study provides readers with a conceptual framework in identity work, from psychological and social perspectives, which enables a clearer understanding of such a complex and abstract concept Examining the changes in identity sub-constructs which lead to the modification of their overall professional identity is the second contribution of the paper The transformation of professional identity is found to have a close relationship with its components Teachers’ identity, therefore, can be influenced by such identity subconstructs Moreover, a particular change in one construct can lead to changes in another, which eventually has an impact on identification in general 5.2 Pedagogical implications 5.2.1 Implications for early-career teachers Firstly, it is implied that early-career teachers should be aware that their professional identity construction process takes time One should be patient in defining their roles and their educational values Gaining a thorough understanding of job features and one’s profession identification needs practical experience which is only possible after an extended period of time Secondly, it is suggested that reflective practices should be taken frequently, especially in the early stage of their journey where the identity is not yet fully constructed To achieve this goal, novice teachers are advised to be proactive in observing their own progress Reflection on a regular basis can offer deeper insight into the career and self-positioning in teaching profession Thirdly, newcomers to the teaching career should have an open-minded and positive attitude in their self-negotiation process This implies being open-minded, tolerant with their students and even with themselves As reported, the journey can 90 sometimes be tough, so an optimistic outlook can help teachers to overcome tense situations that may arise 5.2.2 Implications for FFL mid-career teachers In order to build up strong professional identity, it is highly recommended that experienced teachers should keep up regular reflective work, proactively foster their self-efficacy and switch their focus to what is considered important in their career path At mid-career stage, professionals are supposed to clearly recognize who they are, what brings them motivation and satisfaction, and how to make progress with their teaching roles and values 5.2.3 Implications for EFL management board Gaining a deeper understanding of how the teachers develop their professional identity may allow supervisors to guide their academic staff towards building a stronger identity To achieve that, the management board should be able to recognize identity constructs and to maximize positive impacts on them For example, to foster selfefficacy, the faculty can offer more opportunities for staff’s professional development Besides, more room for discussion and reflection should be made so that teachers can share their concerns and can get timely support from colleagues 5.3 Limitation of the study This exploratory study was conducted to capture the development process of experienced EFL teachers through their over-10-year journey Although much effort has been made to examine this abstract and complicated concept, the author is aware of several inevitable limitations Initially, the data collection was started at the time when the unexpected fourth wave of Covid-19 happened Ho Chi Minh City and the neighboring provinces strictly adopted months-long social distancing and community lockdown All the author’s previous plans to have pre-interview talks and direct one-on-one discussions, therefore, had to be canceled The online sessions were employed instead to ensure the research schedule 91 Time restraint is considered as the second concern The study was conducted over a period of five months, which is not long enough If a longer period of time were allowed, the researcher would be able to have more detailed observation of the changes in professional identity constructs The third concern is the retrospective interview questions Although the data gained is adequate for a thorough analysis, the interview, which requires the participants to remember some features dating back more than ten years ago, may cause them some inconveniences 5.4 Recommendations for further study Based on the data gained, it can be drawn that identity of mid-career teachers should receive more attention from researchers By acknowledging afore-mentioned limitations, the author wishes to propose several recommendations for further research as follows To better monitor changes in identity development, a longitudinal research design should be employed to document the process in more detail This could enable researchers, school authorities and educators to see a more vivid picture in the reconstruction process of teachers’ identity through their repetitive negotiations Moreover, the data collection procedure should be extended with a wider variety of tools such as focus groups, visual evidence like videos and drawings, and observations Those tools could allow a deeper insight into how teachers make sense of themselves in their teaching context Their perceived roles, values, and other constructs could be presented in a more vivid manner 92 REFERENCES Ashton, P T., & 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Angeles (California): Sage Publications 98 APPENDIX A Sub-topics At present At beginning point How does EFL teacher’s professional identity change from the early stage to their mid-career stage? Roles Values What teacher roles At the time you started your you play in your teaching career, did you think you teaching? would take the same roles? In your opinion, what Did you think the same? are the core values of a teacher? Reflection Could you tell me about your reflective work along the way? Job satisfaction How much are you Please compare with the time you satisfied with started your career? a the relationship between you and your managers, colleagues and students? b Salary and fringe benefits? c Workload? Can you describe your At first, how did you define your job, research-oriented, career path? (Was it the same with teaching-oriented or present direction?) managing-oriented? 99 Job Could you tell me about Please compare it from the starting commitment your job motivation at point the present? What strengthened and weakened your job motivation? What have made you stayed with job for those years? Motivation Please talk about your How is your motivational level at initial job motivation present? Is it higher or lower What brought you this compared to the time you started profession, what made the job? you stay for such a long * Imagine one day, you would be time? free from providing for your family, would you stay within this career? To what extend would you invest in this job? Self-efficacy Teaching proficiency: Could you describe them when How much are you you first came to the job? (Were confident with your you satisfied as much as the professional knowledge present? Why?) and skills? Could you name some ways to develop your How did you develop your knowledge and skills? teaching proficiency? Management proficiency: Tell me about your How was it like when you start the management ability career? 100 (complete other tasks assigned by your superiors, such as designing materials and syllabus, assisting students, etc.) How you make selfevaluation? Could you list some ways to develop your management skills? What are the factors that contribute to the shifting of your teacher identity? ** How long does it take you to fully gain a sense of your professional identity? When did you think you needed to renegotiate your PI (6 constructs)? What made you renegotiate your teacher identity (6 constructs)? 101