Demotivating factors and coping strategies among Filipino EFL teachers in Thailand

Abstract

<span lang="EN-US">Teaching demotivation may negatively affect teachers</span><em><span lang="TH">’ </span></em><span lang="EN-US">performance in English language teaching</span><em><span lang="TH">. </span></em><span lang="EN-US">This present study investigated the demotivating factors and coping strategies of seven Filipino English as a foreign language (EFL) teacher in Thailand</span><span lang="TH">.</span><em></em><span lang="EN-US">Using qualitative design, semi</span><em><span lang="TH">-</span></em><span lang="EN-US">structured interview was used to elicit the views of teachers</span><em><span lang="TH">. </span></em><span lang="EN-US">Findings have shown five demotivating factors</span><em><span lang="TH">: </span></em><span lang="EN-US">administration</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, colleague</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, student</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, self</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, and parent</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor</span><em><span lang="TH">. </span></em><span lang="EN-US">Moreover, self</span><em><span lang="TH">-</span></em><span lang="EN-US">regulation strategy and pedagogical strategy are useful for the teacher to cope with those factors</span><em><span lang="TH">. </span></em><span lang="EN-US">Implications were discussed to help foreign EFL teachers in Thailand become aware of teaching challenges in Thailand</span><em><span lang="TH">.</span></em>

Challenges Facing Secondary School Teachers in Achieving Effective Job Performance: A Case Study of Meru District Council, Arusha Region

“…The results corroborate a study by Mohammed and Abdulai [23] in South Africa on factors affecting secondary school teachers' motivation, which reveals inadequate teacher-learner support materials in schools affect teachers' job performance negatively as they fail to demonstrate their potential skills, knowledge, and innovative teaching styles. Balintag and Saengsri [24] study in Thailand suggests that plenty of educational materials develop teachers' teaching performance and, vice versa, demotivate their performance.…”

The “Pagbakas” of Filipino teachers in Thailand during the pandemic: A phenomonological study

“…For teachers who experience frustration, dissatisfaction, or disappointment, they may have to shift negative thoughts into positive by applying self-regulation strategies by surrounding themselves with people with the right attitudes, adapting to the environment, and reinforcing themselves. When the teachers encounter some low proficient and demotivated students, pedagogical strategies could help teachers act positively such as being flexible in teaching, giving direct feedback to students, integrating activities, and being well prepared in the lesson(Balintag, 2022).. With the advancement of technology, internet accessibility provides easy communication at home and in the workplace. The unfamiliar cultures of other countries seemed a click away and globalization extended its reach to education.…”