探討公立高職應用外語科教師工作投入之研究

Abstract

Due to the rapid changing environment, the work conditions for teachers were not as stable as before. English ability was under the spotlight for the coming era of globalization; therefore, the study focused on the work environment of English teachers in Applied English Department to explore what influenced their engagement. Qualitative method was adopted in this study in order to find out what factors affect teachers’ engagement and to provide suggestions for teachers to stay engaged. Snowballing and purposive sampling were used to select potential participants, and in total there were 13 participants in this study. After analyzed data, the researcher found that students, teachers themselves, and the workload played the most important roles in the variation of teachers’ engagement. Interaction from students was immediate feedback for teachers to modify themselves. And responsibility and self-efficacy accounted for the reasons to stay engaged. Workload, especially non-teach-related, distracted teachers from teaching and cares for students and decreased the engagement of teachers. Future studies might take region and gender into account to examine whether these two factors have impacts on teachers’ engagement or not. Also, mixed method was recommended for future researchers to avoid the bias of self-reporting.Due to the rapid changing environment, the work conditions for teachers were not as stable as before. English ability was under the spotlight for the coming era of globalization; therefore, the study focused on the work environment of English teachers inApplied English Department to explore what influenced their engagement. Qualitative method was adopted in this study in order to find out what factors affect teachers’ engagement and to provide suggestions for teachers to stay engaged. Snowballing and purposive sampling were used to select potential participants, and in total there were 13 participants in this study. After analyzed data, the researcher found that students, teachers themselves, and the workload played the most important roles in the variation of teachers’ engagement. Interaction from students was immediate feedback for teachers to modify themselves. And responsibility and self-efficacy accounted for the reasons to stay engaged. Workload, especially non-teach-related, distracted teachers from teaching and cares for students and decreased the engagement of teachers. Future studies might take region and gender into account to examine whether these two factors have impacts on teachers’ engagement or not. Also, mixed method was recommended for future researchers to avoid the bias of self-reporting.