From Public Schools to Higher Education: Exploring the Motivational Factors behind Career Transitions of EFL Teachers
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| Title: | From Public Schools to Higher Education: Exploring the Motivational Factors behind Career Transitions of EFL Teachers |
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| Language: | English |
| Authors: | Mohammed Abdullah Alzahrani |
| Source: | Journal of International Students. 2025 15(8):53-76. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Career Change, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Professional Autonomy, Student Diversity, Faculty Development, Higher Education, Incentives, Teacher Salaries, Job Security, Reputation, College Faculty, Grants, Retirement Benefits, Teacher Attitudes, Career Development, Barriers, Elementary Secondary Education, Foreign Countries |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This study explores the key factors influencing EFL teachers' transition to higher education, focusing on financial incentives, job security, professional development, and the reputation of academia. A qualitative research study was conducted and data were collected through semistructured interviews with 18 male and female EFL teachers who had moved from school teaching to university positions. The findings showed that higher salaries, professional development grants, pension plans, and financial stability were the main motivators for the transition. However, the transition posed significant challenges, including increased administrative responsibilities, navigating academic hierarchies, and adapting to a new academic culture. Many experienced anxieties about building their academic identity due to research expectations and pressure to publish. Despite these challenges, post-transition experiences were largely positive. The participants reported greater professional autonomy, expanded development opportunities, and increased engagement with student diversity. The findings contribute to understanding teacher career mobility, highlighting both the benefits and barriers of transitioning to university. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477491 |
| Database: | ERIC |
| Abstract: | This study explores the key factors influencing EFL teachers' transition to higher education, focusing on financial incentives, job security, professional development, and the reputation of academia. A qualitative research study was conducted and data were collected through semistructured interviews with 18 male and female EFL teachers who had moved from school teaching to university positions. The findings showed that higher salaries, professional development grants, pension plans, and financial stability were the main motivators for the transition. However, the transition posed significant challenges, including increased administrative responsibilities, navigating academic hierarchies, and adapting to a new academic culture. Many experienced anxieties about building their academic identity due to research expectations and pressure to publish. Despite these challenges, post-transition experiences were largely positive. The participants reported greater professional autonomy, expanded development opportunities, and increased engagement with student diversity. The findings contribute to understanding teacher career mobility, highlighting both the benefits and barriers of transitioning to university. |
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| ISSN: | 2162-3104 2166-3750 |
