Factors Affecting the Motivation of Expatriate English as a Foreign Language (EFL) Teachers in the Sultanate of Oman
Zafar Khan, Sarah
Thesis or dissertation
University of Exeter
Research in the area of English as a Foreign Language (EFL) teacher satisfaction and teacher motivation has recently gained momentum, and several studies completed in different parts of the world have contributed to this growing field (Al Hashmi, 2004; Al-Maawali, 2003; Dörnyei, 2001; Gheralis-Rouss, 2003; John, 2011; Kızıltepe, 2008; Manuel and Hughes, 2006; Menyhárt, 2008; Shoaib, 2004). However, studies from Oman, particularly with expatriate teachers, are still limited. The purpose of the current naturalistic qualitative research is to explore the factors that motivate and discourage expatriate EFL teachers in a public university in Oman. The conceptual framework of this study is based on the Needs Hierarchy theory (Maslow, 1954) and the Motivation-Hygiene theory (Herzberg, 1976). An exploratory methodology was used, and the sample selected for this study comprised exclusively expatriate teachers whose average number of years of experience in Oman is 18.75 years. In-depth semi-structured interviews with sixteen expatriate teachers revealed several intrinsic and extrinsic factors that motivated teachers to work and live in Oman, such as, interaction with students, job security, and living in Oman. Teachers also expressed several discouraging factors that affected their personal and professional life in Oman. Examples include difficulties in getting promoted, faculty evaluation surveys, and bureaucratic administrative policies. This study is significant in giving voice to experienced expatriate teachers who share their vast experience and suggestions and offer recommendations to administrators and managers on adopting policies that are holistic and present optimal working conditions to teachers.
EdD in Teaching English to Speakers of Other Languages (TESOL)