June 21, 2017 at 1:00 p.m.
Title: Investigating the Factors Influencing ESL Teacher Professional Identity in Higher Education
This study examined the relationship between factors influencing the professional identity of teachers of English as a second language (ESL). The sample consisted of 480 ESL teachers in English language programs in universities and four-year colleges in the United States. Five contextual factors were identified from the literature: self-efficacy, job satisfaction, motivation, and commitment. An online survey was compiled from previously validated subscales to measure ESL teacher professional identity and the five contextual factors. The survey included both open- and close-ended questions.
The study followed a convergent parallel mixed methods design, a triangulation design in which the quantitative and qualitative design are collected and analyzed at the same time and synthesized for interpretation (Creswell, 2014). Qualitative data from the open-ended questions were analyzed in NVivo following the typological development strategy (Plano Clark & Creswell, 2008). Quantitative data were used to test eight hypothesized structures to model ESL teacher professional identity. Structural Equation Modeling (maximum likelihood estimator with robust SE) was used to compute all fit indices and model parameters.
These analyses resulted in four key findings. (1) ESL Teacher Professional Identity is the sum of multiple interactions between contextual factors in the workplace resulting in three professional identity profiles. (2) ESL teachers’ linguistic diversity and cultural sensitivity and experiences influence their professional identity. (3) Commitment is a defining characteristic of ESL teacher professional identity. (4) The native and non-native English speaking status of ESL teachers does not have a strong influence on the factors or ESL teacher professional identity.
Based on findings from both qualitative and quantitative analyses, ESL teacher professional identity should be examined as a profile score from the six factors. Findings also revealed a need for empirical research that investigates the specific contextual conditions influencing the factors of ESL teacher professional identity that are unique to each context. Researchers should conduct longitudinal studies to establish causal relationships between the factors investigated. Such research should develop data collection instruments specific to the English language field that take into consideration the unique characteristics of the profession such as linguistic diversity and cultural sensitivity.
Dissertation Committee:
Susan Blunck, Chair
Christopher Rakes, Co-Chair
Beverly Bickel
JoAnn Crandall
Yuliya Schmaltz
The public is welcome to observe.
Date and Location: June 21, 2017 at 1:00 p.m.
LLC Conference Room,
Sherman Hall, Room 422
This study examined the relationship between factors influencing the professional identity of teachers of English as a second language (ESL). The sample consisted of 480 ESL teachers in English language programs in universities and four-year colleges in the United States. Five contextual factors were identified from the literature: self-efficacy, job satisfaction, motivation, and commitment. An online survey was compiled from previously validated subscales to measure ESL teacher professional identity and the five contextual factors. The survey included both open- and close-ended questions.
The study followed a convergent parallel mixed methods design, a triangulation design in which the quantitative and qualitative design are collected and analyzed at the same time and synthesized for interpretation (Creswell, 2014). Qualitative data from the open-ended questions were analyzed in NVivo following the typological development strategy (Plano Clark & Creswell, 2008). Quantitative data were used to test eight hypothesized structures to model ESL teacher professional identity. Structural Equation Modeling (maximum likelihood estimator with robust SE) was used to compute all fit indices and model parameters.
These analyses resulted in four key findings. (1) ESL Teacher Professional Identity is the sum of multiple interactions between contextual factors in the workplace resulting in three professional identity profiles. (2) ESL teachers’ linguistic diversity and cultural sensitivity and experiences influence their professional identity. (3) Commitment is a defining characteristic of ESL teacher professional identity. (4) The native and non-native English speaking status of ESL teachers does not have a strong influence on the factors or ESL teacher professional identity.
Based on findings from both qualitative and quantitative analyses, ESL teacher professional identity should be examined as a profile score from the six factors. Findings also revealed a need for empirical research that investigates the specific contextual conditions influencing the factors of ESL teacher professional identity that are unique to each context. Researchers should conduct longitudinal studies to establish causal relationships between the factors investigated. Such research should develop data collection instruments specific to the English language field that take into consideration the unique characteristics of the profession such as linguistic diversity and cultural sensitivity.
Dissertation Committee:
Susan Blunck, Chair
Christopher Rakes, Co-Chair
Beverly Bickel
JoAnn Crandall
Yuliya Schmaltz
The public is welcome to observe.
Date and Location: June 21, 2017 at 1:00 p.m.
LLC Conference Room,
Sherman Hall, Room 422
Posted: June 12, 2017, 11:24 AM
