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Understanding the motivation of novice Thai EFL teachers: Influencing factors and early teaching experiences |
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| รหัสดีโอไอ | |
| Title | Understanding the motivation of novice Thai EFL teachers: Influencing factors and early teaching experiences |
| Creator | Asleena Saidee-adinun |
| Contributor | Supong Tangkiengsirisin, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | Teacher motivation, Novice EFL teachers, Early teaching experiences |
| Abstract | Teacher motivation plays a crucial role in enhancing the overall quality of the educational system, in which it encourages effective teaching practices, supports professional growth, and improves student learning outcomes. Although teacher motivation has been studied widely in many educational contexts, limited research has specifically examined the motivation of novice Thai EFL teachers’ context. In order to fill the gap, this study investigated the overall level of motivation among novice Thai EFL teachers, identified factors influencing their motivation to teach, and explored how they described their motivational experiences in their teaching contexts. A sequential mixed-methods design was employed. Quantitative data were collected through a questionnaire from 92 novice Thai EFL teachers with up to four years of teaching experience who were current students or recent graduates of the Master of Arts in English Language Teaching program at the Language Institute, Thammasat University. Descriptive statistics were used to analyze the data. Subsequently, qualitative data were obtained through semi-structured interviews with eight volunteer participants, using thematic analysis. The findings showed that novice Thai EFL teachers reported high to very high levels of motivation across all teaching-related tasks. Teacher self-efficacy and vision of future self were also reported at high levels, while perceptions of working conditions varied across dimensions, with workload and salary receiving relatively lower ratings. The qualitative findings indicated that teachers’ motivation was shaped by their transition into the profession, the gradual development of teaching capability, workplace factors such as relationships, institutional support, autonomy, workload, and salary, as well as their visions of future teacher selves. In conclusion, novice teachers’ motivation was influenced by both personal and contextual factors. The findings provide implications for novice teachers themselves in raising awareness to sustain teaching motivation. Also, for educational institutions and teacher education programs in supporting motivation and professional development of novice EFL teachers during the early stages of teaching. |
