Overall experience of expatriate TEFL teachers in China using positive and negative affectivity

Berman, Gabriella Kirsty

Title: Overall experience of expatriate TEFL teachers in China using positive and negative affectivity
Creator: Berman, Gabriella Kirsty
Subject: English language -- Study and teaching -- Foreign speakers
Subject: English language -- Study and teaching -- Foreign countries
Subject: Teachers, Foreign -- China
Date Issued: 2021-04
Date: 2021-04
Type: Master's theses
Type: text
Identifier: http://hdl.handle.net/10948/50955
Identifier: vital:43175
Description: Mirroring the growth in the global population, there is a growth in unemployment and due to the current global COVID-19 pandemic, unemployment statistics are set to soar. In many countries, the lack of quality working opportunities results in qualified, educated and trained people (often the youth) opting to emigrate in order to pursue better quality jobs as well as to increase their standard of living and reduce their socio-economic costs, known as the “brain drain” phenomenon. While there are many work opportunities which youth are pursuing, teaching English as a Foreign Language (TEFL) in a foreign country has become a very popular option, specifically in China. According to the Experience Model by Pine and Gilmore, the overall experience an individual has will be impacted by different factors, with the experience of being a foreign TEFL teacher in China being no exception. Furthermore, following the principles of human affectivity, the individual’s personal disposition or affectivity towards the activity will also influence their experience. It is therefore of interest to distinguish which factors influence the overall experience of teaching TEFL in China. From the comprehensive literature reviews, a proposed theoretical framework was constructed to identify the influence which social influences, work environment, location, cultural aspects, monetary benefits and non-monetary benefits (independent variables) have on the overall experience of teaching TEFL in China (independent variable). Six sets of hypotheses were formulated relating to the identified variables and through empirical research, it was decided whether the hypotheses of this study were accepted or rejected. In order to establish the influence of the independent variables on the dependent variable of this study, empirical research was conducted. The study employed a positivistic paradigm and a quantitative approach. The sample population of this study was TEFL teachers, who were teaching in China, during the time of the study. Due to the fact that no true sample frame exists for TEFL teachers who are working in China, non-probability sampling, more specifically, convenience sampling, was used to select respondents. Respondents were reached through online social media platforms. For the purpose of this study, online surveys were utilised as a data collection method and the specific data collection instrument was a web-based self-administered questionnaire. Section A of the questionnaire was used to collect the demographic data of the respondents, while Section B – Section G related to the variables of the study. A total of 379 usable questionnaires were received from a possible 479 respondents, indicating an 80.2% response rate. The study made use of descriptive (measure of central tendency as well as standard deviation and skewness of the data set) as well as inferential (Spearman’s correlation coefficient, ANOVA’s, Tukey Test, Cohen’s d, Kruskal-Wallis test and ordinal regression) statistics to interpret the raw data quantitatively, which was graphically illustrated. The empirical investigation conducted in this study between the variables, and sub-variables, revealed significant relationships between social influences (the presence of an expat community, the potential influence of a language barrier, acceptance by locals, access to healthcare), work environment (the work conditions of the TEFL teacher, specific working hours), location (the standard of accommodation provide, the specific city in which the TEFL teacher works and resides), cultural aspects (the lifestyle TEFL teachers are known to have, increased tourism opportunity), monetary benefits, and nonmonetary benefits and the overall experience of teaching TEFL in China. Within this study, the independent variables social influences, work environment, location cultural aspects and monetary benefits presented the highest correlation with the dependent variable, the overall experience of teaching TEFL in China. Additionally, of the above-mentioned variables, it was established that respondents with a higher monetary benefits factor score, were 3.64 times more likely to have a more positive overall experience, while respondents with a higher social influences factor score, were 2.80 times more likely to have a more positive overall experience. Based on the empirical findings, and corresponding literature findings, of this study, recommendations were provided to both aspiring TEFL teachers as well as to the institution in China who employ expatriate TEFL teachers regarding the variables of this study. The limitations of this study comprised of a lack of time; minimal budget; slow questionnaire response or access to respondents, and; availability of reliable resources to support the study. Finally, based on the findings of this study, the researcher made recommendation for future areas of study. The research conducted indicates the importance of the influence of the variables identified in this study on the overall experience of teaching TEFL in China. Through this study it is hoped that the experience of TEFL teaching in China can be brought to light, and enable the experience to be bettered for aspiring TEFL teachers, as well as for the institutions who employ them, as the phenomenon has an influence, not only on these two parties, but on host nationals of the country.
Description: Thesis (MCom) -- Faculty of Business and Economic Sciences, Marketing, 2021
Format: computer
Format: online resource
Format: pdf
Format: 1 online resource (491 pages)
Publisher: Nelson Mandela University
Publisher: Faculty of Business and Economic Sciences
Language: English
Rights: Nelson Mandela University
Rights: All Rights Reserved
Rights: Open Access

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