Identity and belonging among racialised migrant teachers of English in Thailand

Savski, Kristof; Comprendio, Luke Jobert Earl Vencer

doi:10.1080/01434632.2022.2046010

Cited by 6 publications

(2 citation statements)

References 45 publications

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“…From the results of the research, it can be said that preschool teachers have a high level occupational sense of belongings. There are studies in the literature that support this result (Atac & Ozgenel, 2021;Bogler & Somech, 2004;Collie et al, 2011;Kirdok & Doganulku, 2018;Lamei & Xueya, 2021;Ozgenel, 2019;Sahin, 2013;Savski & Comprendio, 2022;Sorensen & McKim, 2014). Accordingly, it can be said that preschool teachers do their jobs willingly and lovingly, identify with their profession, make an effort while performing the profession, have positive relations with their colleagues and managers, and their working conditions are at the desired level.…”

Section: Discussionmentioning

confidence: 96%

“…Previous studies were conducted on teachers' occupational sense of belonging (Lamei & Xueya, 2021;Savski & Comprendio, 2022;Sahin, 2013;Utkan & Kirdok, 2018). In addition, more studies are being conducted on the relationship between teachers' occupational sense of belonging and effective school perception (Guler et al, 2020), job satisfaction (Sorensen & McKim, 2014), organizational support and organizational climate (Kachchhap & Horo, 2021), teaching with colleagues (Pesonen, Rytivaara, Palmu, & Wallin, 2021), personality traits (Kirdok & Doganulku, 2018), belief of competency (Ware & Kitsantas, 2007), burnout (Skaalvik & Skaalvik, 2011), organizational commitment, organizational citizenship behaviour (Ahmad, Malik, Sajjad, Hyder, Hussain, & Ahmed, 2014;Bogler & Somech, 2004), foci of control (Atac & Ozgenel, 2021), teachers' performance (Ozgenel, 2019), teachers' decisions to stay and leave the organization (Skaalvik & Skaalvik, 2011), school climate and socio-emotional learning (Collie, Shapka, & Perry, 2011) teachers' socioemotional capacities and their sensitivity to children's negative emotions (Buettner, Jeon, Hur, & Garcia, 2016).…”

Section: Importance Of Studymentioning

confidence: 99%

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The Relationship between School Principals' Sources of Power and Preschool Teachers' Occupational Sense of Belonging Levels

GÜNDOĞDU

2022

Participatory Educational Research

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This study aims to examine the effect of sources of power used by school principals on preschool teachers' occupational sense of belonging level. Correlational survey model was used in this quantitative study. The participants of the research consisted of 396 volunteering preschool teachers currently working in 53 different cities in Turkey. 'Organizational Sources of Power Scale' and 'Occupational Sense of Belonging Scale' were used as data collection tools. Data were analysed in software package program. Pearson correlation analysis was performed to determine the relationships between sources of power and occupational sense of belonging levels. It was determined whether sources of power were predictors of occupational sense of belonging level through regression analysis. The results of the study show that school principals use legitimate power most frequently and preschool teachers have a high level of professional belonging. There is a significant and positive relationship between referent power, expert power, reward power and legitimate power used by school principals and preschool teachers' occupational sense of belonging levels. There is a significant and negative relationship between the coercive power used by school principals and preschool teachers' occupational sense of belonging levels. Referent power and reward power, which are sources of power used by school principals, are significant predictors of preschool teachers' occupational sense of belonging levels. The findings were discussed and recommendations were presented in relation to the relevant literature.

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Section: Discussionmentioning

confidence: 96%

Section: Importance Of Studymentioning

confidence: 99%

The Relationship between School Principals' Sources of Power and Preschool Teachers' Occupational Sense of Belonging Levels

GÜNDOĞDU

2022

Participatory Educational Research

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(Trans)languaging, power, and resistance: Bordering as discursive agency

Savski

2023

Lang. Soc.

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The multi/translingual turn in sociolinguistics has highlighted a number of ideological entanglements of foundational concepts, most significantly the way that the notion of ‘named languages’ as bordered entities is intertwined with ideologies of nation and race. In this article, I consider what the conceptual place for linguistic borders is within a ‘trans’ framework of language and propose a focus on bordering, social actions in which indexical meanings at different scales are mobilized to exert control over discursive space by erecting boundaries within or around it. I draw on data from a Facebook group for non-local teachers of English in Thailand, examining how bordering served interests of hegemonic power when linguistic borders were policed with reference to ideologies of nation, as well as how it enabled counter-hegemonic resistance when borders were erected to separate teachers of colour from the intense discursive struggle in the group. (Translanguaging, linguistic borders, bordering, code-switching, scale, resistance, discursive agency)*

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